Page 118 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Applied
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., break down the elements of a speaker’s message; brainstorm vocabulary before a listening task; draw on prior knowledge and make connections to personal experiences; identify key ideas and list associated details; make predictions before a presentation, and confirm, modify, or reject them during and after it)
Teacher prompts: “De quelles façons est-ce que vos expériences personnelles influencent ce que vous entendez?” “Comment est-ce que vos prédictions montrent vos connaissances antérieures?”
Instructional tips:
(1) Teachers can encourage students to use the futur simple to describe the listening strategies they are going to use and the passé composé to describe the listening strategies they have used.
(2) Teachers can encourage students to ask themselves questions to help them identify the context and to personalize the topic by linking it to their prior knowledge (e.g., “Quel est le titre de la chanson?”, “Quel est le sens du titre?”, “Qui est-ce qui chante?”, “Est-ce que je connais le chanteur?”, “Quel genre de chanson est-ce?”, “Quel est le thème?”, “Quels sont les mots familiers et les mots apparentés que j’ai
entendus?”, “Quels sont les mots que je n’ai pas compris?”).
A1.2 Demonstrating Understanding: demon- strate an understanding of messages in oral French texts about everyday matters and familiar topics, with support as appropriate (e.g., identify familiar words and expressions used to persuade in an advertisement; use a graphic organizer to sort information heard in a voice mail message; extract and summarize information from a broadcast about new and upcoming athletes; re-enact an event based on a description that includes new and familiar vocabulary; determine main ideas and relevant supporting details in a news broadcast; detect forms of bias in a song)
Teacher prompts: “Quels outils vous aident à trouver les points essentiels d’enregistrement court?” “Quels types de stratégies utilisées dans un message publicitaire te poussent à acheter ou à ne pas acheter le produit?”
Instructional tips:
(1) Teachers can encourage students to listen for possessives and demonstrative adjectives (e.g., “mon”, “ton”, “son”, “notre”, “votre”, “leur”, “ce”, “cet”, “cette”, “ces”) to enhance their comprehension of a recorded news broadcast
or a song (e.g., “Pour cette information sur
la qualité de l’air dans votre communauté, regardez...”).
(2) Teachers can ask students to work with a partner to create a mime or charade that conveys the message of an oral text.
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
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