Concours Oratoire
as a Rich Performance
Communication Task
OMLTA, October 2011
B.A. Kukhta-Jackson
beverly.kukhta-jackson@hwdsb.on.ca
Curriculum expectations

Core French, Grade 9, Academic (FSF1D)

Oral Communication


make oral presentations on a variety of topics
use appropriate language conventions during oral
communication activities


(speaking) prepare and give oral presentations on topics
under study, incorporating appropriate audio and visual
aids.
(listening) respond to classmates’ presentations by asking
questions for clarification and by providing feedback.
Curriculum expectations

Core French, Grade 10, Academic (FSF2D)

Oral Communication


make oral presentations on a variety of topics
use appropriate language conventions during oral
communication activities



(speaking) explain personal opinions, and formulate and
support judgments, on topics under study
present an argument based on researched information;
(listening) take notes on presentations, oral reports, and
discussions.
Curriculum expectations

French Immersion, Grade 9, Academic
(FIF1D)

Oral Communication


discuss ideas and opinions relating to topics being
studied;
use appropriate language conventions during oral
communication activities

(listening) extract the main ideas and secondary
information from live or recorded speech (e.g., in videos,
television programs, films, presentations by guest
speakers)
Curriculum expectations

French Immersion, Grade 10, Academic
(FIF2D)

Oral Communication


explain ideas and opinions in small-group discussions,
impromptu exchanges, large-group presentations, and
formal debates;
use appropriate language conventions during oral
communication activities.

(listening) comment on and ask questions about a
classmate’s oral presentation.
Curriculum expectations

Core French, Grade 11, University
Preparation (FSF3U)

Oral Communication


make oral presentations on a variety of topics
use correct grammar and appropriate language
conventions during oral communication activities


(speaking) express their ideas and opinions on a literary
theme (e.g., how to judge what is really important in life) in
class or small group discussions
(listening) ask questions and make comments to clarify
and evaluate classmates’ presentations during class or
small-group discussions
Curriculum expectations

Core French, Grade 12, University Preparation
(FSF4U)

Oral Communication


make oral presentations on a variety of topics;
use appropriate language conventions during oral
communication activities



(speaking) give a researched presentation (minimum 5 minutes in
length) supported by point form notes and visual materials, and
answer questions posed by classmates;
use critical-thinking skills in responding to classmates’
presentations (e.g., analyse the information, develop a counterargument)
(listening) demonstrate an understanding of oral presentations by
classmates and other speakers (e.g., by relating the content to
other contexts, discussing alternative viewpoints, predicting future
trends)
Curriculum expectations

French Immersion, Grade 11, University
Preparation (FIF3U)

Oral Communication


express ideas and opinions relating to a variety of topics
based on class discussions, individual research, and
personal interests;
use correct grammar and appropriate language
conventions during oral communication activities.
Curriculum expectations

French Immersion, Grade 12, University
Preparation (FIF4U)

Oral Communication



speak with native-like fluency on a variety of topics
ranging from personal life to global issues
express and explain abstract ideas
use correct grammar and appropriate language
conventions during oral communication activities

(speaking) deliver a well-organized, well-thought-out
presentation clearly and with confidence
New Curriculum expectations

Speaking

Overall Expectations
By the end of this course, the student will be:
 B1. Speaking to deliver a Message: communicate
information orally in French;
 B2. Speaking to Interact: use speaking skills and
strategies in French with different audiences for various
purposes;
 B3. Reflecting on Skills and Strategies: reflect on and
identify personal strengths as French language learners
and their use of speaking strategies.
Classroom

Planning


Brainstorming, class discussion for possible topics:
Jig-saw from Think Literacy – Cross-Curricular Approaches
- Oral pgs. 170 -171
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/
files/Oral.pdf
Developing and Organizing Ideas: Webbing, Mapping
and More: Think Literacy – Cross-Curricular
Approaches (Writing) pgs. 108 - 110
http://www.edu.gov.on.ca/eng/studentsuccess/thinklite
racy/files/Writing.pdf
Classroom

Research:

Ask your teacher-librarian for help in teaching the
students how to do research using both print and digital
sources. She/he may also help with assessment.
Classroom

Presentation skills


checklist for peer editing and rehearsals: Think Literacy
– Cross-Curricular Approaches pgs. 194 -196 (also
available in French) “Effective Presentation Skills”
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/
files/ThinkLitFrench.pdf
poster “Presentation Skills” pg. 199
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/
files/Oral.pdf
Classroom

Listening skills

Self-evaluation (A Guide to Effective Literacy Instruction,
grades 4 – 6, Volume 4: Oral Language (2008)


Guide d’enseignement efficace en matière de littératie,
de la 4e à la 6e année, Fascicule 5 – La communication
orale (2007) pg. 11
http://www.atelier.on.ca/edu/resources/guides/Fascicul
e_5-2008.pdf
All students wrote own name and title of speech on board
before beginning their speech. Audience members also
wrote name and title, and wrote at least one good
question about each speech. Handed in daily for
assessment.
Classroom

Assessment






Pre-speech discussion and planning – informal/
formative/ anecdotal
Research – teacher-librarian
The planning process (topic, outline, sources) –
formative, Thinking/Inquiry
Rehearsals – formative, peer and self-assessment
The actual presentation – summative, rubric
Listening – self-assessment, list of speeches and
questions
School

Choosing winners to participate in Board
level contest







Interested students
Class feedback
Formal contest
“Club” to meet to help each other practise and
prepare before board contest
Publish names in school newsletter
Trip permission forms
Release time for day of contest
School Board contest




Committee
Consultant participation
Budget
Checklist of tasks







Venue and date – hospitality (snacks for students, lunch for judges and
committee), invitation to principal/VP for welcome
Invitations to schools/ classes including “rules” and procedures, registration
form, tips to prepare speeches
Judges (3 or 4 – one as questioner), include thank you (small gift), also
need a timer, rubric, helpful – judges gave tips to improve to winners moving
on to provincial contest
Awards – plaques, certificates, gifts from CPF (contact local chapter)
Programme
Promotion – celebration of results – board newsletter, Intranet –
principals/admin, Language departments, newspapers, CPF local chapter,
presentation at Board meeting…
Registrations to CPF/OMLTA provincial contest (need copy of French
record card from OSR to prove # hours of instruction)
Provincial – CPF & OMLTA


In 2012 this event will be held on
Saturday, May 12, at York University's
Glendon Campus in Toronto.
http://www.cpfont.on.ca/
OMLTA also participates/sponsors. See
OMLTA website for more information.
Consider becoming a judge or questioner.
Useful resources




Ministry documents and resource books
(Curriculum Services/OCDSB Resources)
http://sites.google.com/site/ocdsbministryreso
urces/Home
Strategies for Success (Nelson)
Local contests: i.e. Kiwanas
Books – Public speaking
Thanks for coming.



Best wishes. Give it a try at your level of
comfort, then expand next year.
If you wish to see electronic samples of
materials (i.e. rubric for judging, invitations, registration forms,
committee checklist, participant certificate, etc.) please contact
me by email.
Questions? Contact me by e-mail:
beverly.kukhta-jackson@hwdsb.on.ca