Page 105 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

to encourage the speaker and signal interest; paraphrase instructions or messages received from a partner, and review the paraphrase with their partner to confirm its accuracy)
Teacher prompts: “En écoutant la présentation, quel mot, phrase ou concept t’intéresse particu- lièrement et pourquoi?” “Pourquoi pose-t-on des questions pendant une conversation?” “Qu’est-ce qui t’aide à mieux comprendre les instructions?”
Instructional tip: Teachers can have students work with a partner to listen to messages and restate them using the conditionnel présent (e.g., “La radio a annoncé qu’il pleuvrait ce soir”,
“Le directeur a dit que nous pourrions...”, “Elle a mentionné que tu aurais...”, “Le professeur nous a informés qu’on devrait étudier pour...”).
A2.2 Interacting: respond with understanding to what others say while participating in a variety of interactions about academic and familiar topics, in formal and informal situations (e.g., discuss the best mode of transportation to get to
a concert in a neighbouring town; role-play a respectful negotiation to extend a curfew or review house or school rules; participate in a small-group or class debate)
Teacher prompts: “Comment le fait d’écouter les idées de tes pairs t’aide-t-il à formuler et exprimer tes propres opinions?” “Pourquoi est-il important d’écouter soigneusement l’opinion des autres lors d’un débat?”
Instructional tips:
(1) Teachers can ask students to listen for the verbs “connaître” and “savoir” in present and past tenses and to distinguish the differences in the meaning and usage of the two verbs (e.g., “Je sais que vous ne pouvez pas venir aujourd’hui, je connais la situation, ne vous inquiétez pas!”, “Connais-tu la géographie de l’Europe?”, “J’ai connu Christine à Genève”, “Est-ce que vous savez faire des crêpes?”).
(2) Teachers can suggest that students listen for different usage of direct and indirect pronouns (e.g., “Avez-vous entendu ce que le directeur a dit à propos de nouveaux règlements de l’école? Oui, on l’a entendu, il faut aller lui parler”) and can encourage students to use these pronouns in their interactions.
(3) Teachers can model through dialogue the use of personal object pronouns (e.g., “Vous m’écoutez? Oui, on t’écoute”, “Vous me com- prenez? Non, on ne te comprend pas”) and can encourage students to practise using these pronouns when answering questions.
A2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after listening;
(b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., during a student-teacher conference, explain how they self-monitor their listening skills; outline the steps they used prior to, during, and after listening to a recorded text)
Teacher prompts: “Quelle stratégie d’écoute est la plus efficace pour toi?” “Quels sont tes forces et tes défis lorsque tu écoutes une conversation ou une présentation?” “Quelles autres stratégies d’écoute veux-tu essayer?” “Comment ces stratégies d’écoute peuvent-elles être utiles dans des situations hors de la salle de classe?”
Instructional tips:
(1) Teachers can suggest that students monitor their own learning and thought processes by asking themselves what-if questions (e.g., “Que faire si le locuteur utilisait presque uniquement des mots et des expressions que je devrais connaître? Je pourrais poser des questions
de clarification”).
(2) Teachers can provide feedback identifying strengths and challenges to help students develop action plans.
A3. Intercultural Understanding
By the end of this course, students will:
A3.1 Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to perspectives on the same subject from two French-speaking countries and discuss how the culture in these countries might have influenced these perspectives; identify examples from audio-visual media that illustrate the extent to which French is used in a particular country; watch a clip, video, documentary, or film set in a French-speaking country with adolescent participants, and compile a list of similarities and differences between their own community and the one depicted)
Teacher prompts: “Comment l’importance de la langue française est-elle évidente à travers le monde?” “Comment pouvez-vous éviter de laisser vos expériences personnelles influencer votre perception et votre appréciation d’une autre personne ou culture?” “Comment se
LISTENING
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Core French
FSF2D