Grade 12- Communicating

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• express long- and short-term plans, goals, and intentions
• exchange ideas, thoughts, opinions, and points of view, giving reasons and reactions
• describe, narrate, and analyse events, situations, or experiences
• use a wide range of vocabulary, complexity of expression, and idiom in past, present, and future
• interact spontaneously in a variety of meaningful, real-life situations

SUGGESTED INSTRUCTIONAL STRATEGIES

In Grade 12, students are expected to use their French communication skills and strategies to cope in common situations, as well as in unexpected ones such as losing a passport or helping someone. Students should challenge themselves to speak only French in class and seek out opportunities to hear and use French outside the classroom.

• Have students prepare personal answers to a question regarding their life experiences, for instance, Qui dans ta famille t'a le plus influencé? Information could include:
  • le nom de la personne et son lien de parenté
  • quelques détails de la vie de cette personne
  • l'influence de cette personne en détail
  • comment tu as changéen conséquence
    Using this information, partners interview each other and present the partner's responses to the class.
• Regularly ask students to brainstorm issues or current events that interest them. Have them participate in discussions or in informal debates on these issues, giving reasons to support their points of view.
• Have students prepare questionnaires on post-graduation plans and then survey classmates. They analyse class results, which they could include in the school newspaper or school web site.
• Encourage students to set themselves short-term goals to find or create various opportunities to practise French outside of class. Students share these goals with partners and periodically reflect on their findings with each other. Possibilities include reading magazines, following lyrics on CDs, watching subtitled movies, listening to Radio Canada, watching French-language television, or surfing Francophone web sites.
• Have students role-play conversations with their parents regarding post-graduation plans such as work, travel, education, job interviews, or interviews to find an ideal roommate.
• Have students interview a Francophone guest in the classroom. As a follow-up, have students create and sign thank-you cards in French. They could also write short articles on the guest for the school newspaper or web site.
  

SUGGESTED ASSESSMENT STRATEGIES

In Grade 12, students are expected to engage in increasingly complex and spontaneous oral interactions in which they demonstrate their facility with French and the strategies they have developed to sustain and extend communication. Communication and risk-taking continue to be more important in most situations than accuracy and precision. However, in situations where students have practised and prepared oral or written presentations, assessment should consider errors that detract from the effectiveness or impact of the message. Peer assessment can be an important part of the oral practice that students need to support their development.

• When students present information to the class (e.g., interview information about a partner's family influences or debate topics), note the extent to which students are able to:
  • speak from notes rather than prepared text
  • make information comprehensible
  • summarize key points and include relevant details
  • use appropriate vocabulary and structures
  • organize information and time sequences clearly (e.g., using transitions and tenses effectively)
• When students interview each other or practise role-play situations, arrange for each pair to be observed by at least two other students who look for evidence that:
  • the interaction takes place in French
  • students convey appropriate, relevant information
  • students use a variety of strategies to negotiate meaning and sustain the interaction (e.g., rephrasing, questioning, repeating key words and phrases)
• During a guest presentation note the extent to which students engage by asking relevant questions and discussing reactions post-activity.
• In activities involving real communications, such as writing letters or writing for a school publication, students' participation is the most important aspect and often a more formal assessment is not required
  

RECOMMENDED LEARNING RESOURCES

 Print Materials

• Jeunese Mag: Au-dela des frontieres
• "Le magazine" Anthology Series
• Passe-partout (First or Second Edition)
• Stoddart Colour Visual Dictionary French-English
  

 Multimedia

• En direct 2, 3
• Savoir faire: Voyages 2
• Tous ensemble!

Video

• Jeunes Francophones
• Le café des rêves

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© Copyright 2001. All Rights Reserved. Curriculum Branch.
Maintained by: International Languages Coordinator
Last Modified: February 2002

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