Page 104 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
A1. Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;
A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;
A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
SPECIFIC EXPECTATIONS
A1. Listening to Understand
By the end of this course, students will:
A1.1 Using Listening Comprehension Strategies: identify a range of listening com- prehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., note key information when listening to aid understanding; visualize elements of the text while listening to help them remember content; make predictions before a listening task and confirm them during and after the task; identify what they know about a topic before listening to
a text; make connections to personal experiences and opinions)
Teacher prompts: “Que fais-tu pour te rappeler de ce que tu viens d’écouter?” “Pourquoi fait-on des prédictions?” “Pourquoi est-il important de faire des liens entre les nouvelles idées et ce que tu connais avant de répondre?” “Pourquoi est-il important de trouver le sens du message?”
Instructional tips:
(1) Teachers can ask questions to activate students’ prior knowledge related to the topic of an oral text they are about to hear, and then can encourage students to relate new material in the text to what they already know.
(2) Teachers can suggest that students listen for how linking words are used to highlight explanations or affirmations (e.g., “c’est-à-dire”, “en fait”, “d’ailleurs”, “notamment”, “après tout”, “à vrai dire”, “en réalité”).
A1.2 Demonstrating Understanding: demon- strate an understanding of messages in oral French texts about academic and familiar topics, with support as appropriate (e.g., identify key events and place them on a timeline when listening to a partner’s account of childhood memories; identify the purposes of a variety of telephone messages; summarize the main ideas and significant supporting details in a speaker’s presentation; identify information about movie or concert programs, times, and prices in a recording)
Teacher prompts: “Pourquoi faut-il faire attention au temps des verbes en écoutant un message?” “Quels éléments utilisés dans la présentation facilitent la compréhension du message?”
Instructional tip: Teachers can ask students to listen for the particular meaning of the imparfait regarding events in the past (e.g., description: “C’était un excellent match de football”; state of emotion: “J’avais peur des chiens”; repetition: “Il voyageait en Europe tous les ans”).
A2. Listening to Interact
By the end of this course, students will:
A2.1 Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., restate key points to affirm understanding and show interest; ask for clarification when needed; lean forward
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
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