Page 119 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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 interactions and interactions about everyday matters (e.g., acknowledge others’ ideas using appropriate body language and facial expressions; identify the topic of discussion in order to select appropriate vocabulary to respond; paraphrase different speakers’ points of view during a group discussion; ask for clarification
or repetition to ensure comprehension during a conference with a teacher or peer)
Teacher prompts: “Comment le fait d’exprimer l’opinion d’un pair avec tes propres mots montre-t-il ta participation active?” “Pourquoi faut-il demander à quelqu’un de clarifier son message?”
Instructional tip: Teachers can model the use of the conditionnel présent to demonstrate how to politely ask for clarification (e.g., “Pourriez-vous répéter s’il vous plaît?”, “Pourrais-tu m’expliquer ce que tu as dit?”).
A2.2 Interacting: respond with understanding to what others say while participating in a variety of interactions about everyday matters and familiar topics, in formal and informal situations (e.g., interview students for a survey; answer questions from others in a small-group discussion; participate in an improvisational role play; express agreement or disagreement verbally
and non-verbally)
Teacher prompts: “De quelle façon l’improvisation peut-elle t’aider à mieux connaître le sujet sur lequel elle porte?” “Comment est-ce que le fait
de travailler avec vos pairs vous encourage à considérer d’autres points de vue?”
Instructional tips:
(1) Teachers can encourage students to respond to peers by choosing an adverb of frequency from a list posted in class (e.g., “Tu vas sur Internet à quelle fréquence?”, “souvent”, “rarement”, “jamais”, “parfois”, “quelquefois par semaine”, “une fois par jour”, “plusieurs fois par jour”, “Je suis toujours connecté”).
(2) Teachers can model how to appropriately accept and decline invitations (e.g., “Je viens avec plaisir”, “J’ai déjà quelque chose de prévu”, “Tu peux compter sur moi”), and can encourage students to use these forms.
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., assess their level of participation in a role play; compare effective listening strategies with a peer)
Teacher prompts: “Comment le fait d’identifier tes forces et tes défis t’aide-t-il à améliorer tes capacités d’écoute?” “Comment trouves-tu
des solutions aux difficultés que tu rencontres lorsque tu écoutes un document sonore?” “Que fais-tu pour améliorer ta compréhension d’un enregistrement?”
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 dialogue n’est pas clair? Si le dialogue n’était pas clair, je pourrais l’écouter plusieurs fois”).
(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., using a graphic organizer, record the names of French-speaking people heard describing their communities and identify French influences on their first and last names; listen to songs from a variety of French-speaking cultures to determine and appreciate how they convey messages)
Teacher prompts: “Qu’est-ce qui influence les croyances et les pratiques culturelles de cette communauté? En quoi leurs croyances et pratiques culturelles sont-elles semblables et différentes des tiennes?” “Qu’est-ce qui t’aide à être plus ouvert aux autres?”
Instructional tips:
(1) Teachers can suggest that students listen
for the verbs “se situer” and “se trouver” used with prepositions of place (e.g., “entre”, “au nord de”, “à la frontière de”) to locate countries on a map.
(2) Teachers can suggest that students listen for the nouns of nationalities, noting gender
LISTENING
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Core French
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