Communication orale 12

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to be able to know and understand the following in various contexts:
Students are expected to do the following, using oral, written, and visual media:

Big Ideas

Big Ideas

Linguistic variations
variations in phonics (accents), lexicon (expressions), and grammar (structures)
offer 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
the profile of communities that use French in various geographic or social spaces
.
The life experience, culture, and current context
family, language, personal experiences
of the audience influence the interpretation of a 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
opinions, thoughts
.
The voice
tone, intensity, intonation, pacing, pronunciation, articulation
is powerful and evocative.

Content

Learning Standards

Content

communication strategies
  • language registers
    slang, everyday language, and formal language
  • argumentation
    act of convincing and thereby encouraging another to act
  • taking the floor
  • courtesy formulas
    greetings, taking leave, level of formality (tutoiement and vouvoiement, pourriez-vous)
  • verbal
    intonation, voice, volume, pacing, pauses, tone
     and non-verbal
    gestures and facial expressions
  • active listening
    pay attention, be present, ask open-ended questions, reformulate, show respect
social, historical, and cultural elements
  • 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
    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
    set of words (verbs, nouns, adjectives, synonyms) pertaining to a given theme
  • expressions
    idiomatic, regional
  • elements of the oral tradition
    storytelling, songs, transmission of information through human speech and circular thought
text organization
  • structure of texts
    see course description
  • 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 illustrate its value
language elements
editing strategies
rereading, consulting reference tools, using a revision grid
elements to enrich a text
  • clarity
    use of appropriate words
  • persuasion
    word choice, arguments, intonation, enunciation, emotions, logic, impact, formality

Curricular Competency

Learning Standards

Curricular Competency

Explore and Reflect

Use language and cultural knowledge to discover their 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
Analyze the influence and importance of 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
 as well as diversity
ethnic, sexual, religious, gender identity, gender expression
 in approaching
tackle, present, and interpret
various texts
oral, written, visual
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
Comment on various points of view in Francophone and First Peoples cultures
Compare the 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
to inform, convince, persuade, entertain
 of a text
Exercise critical thinking
ask questions and seek answers
, clarity, and coherence in responding to texts
Evaluate the acquisition of new knowledge concerning a text
Apply appropriate strategies in a variety of contexts in order to understand a text

Create and Communicate

Communicate using a variety of expressions and presentation formats
digital, visual, oral (such as graphics, illustrations, music clips, photographs, tables, and videos)
 according to the context
Sustain a spontaneous discussion by sharing relevant ideas
Persuade
appeal to the emotions of the audience (verbal and non-verbal)
 or convince
appeal to the logic of the audience (verbal and non-verbal)
 their audience by using appropriate strategies
Summarize ideas and information gleaned from a text
Nuance
express the subtleties of a thought
 their opinions to adapt to communication situations
Draw on verbal and non-verbal elements to enrich oral expression
Apply active listening techniques
Evaluate the importance of social and cultural contexts
writers have to take into account who they are addressing
 and adapt their communication style accordingly
Revise their communications by applying enrichment strategies
using complex sentence structures, polished vocabulary
 in order to polish their text
Select appropriate writing processes
planning, drafting, revising, proofing, dissemination
and design methods to plan, develop, and create oral interactions for a variety of purposes and audiences
Use various styles of elocution
manner of expressing oneself orally and of articulating and linking sentences
in their oral communications in order to create the desired effect