Page 132 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
(2) Teachers can encourage students to use their prior knowledge to help them interpret non- verbal cues and behaviours such as posture, facial expression, gaze, gestures, and tone of voice during a conversation with a peer.
A2.2 Interacting: respond with understanding to what others say while participating in a variety of structured and guided interactions about everyday matters and matters of personal interest (e.g., in a small group, create guidelines for preparing a litter-less lunch; recommend local restaurants
in response to peers’ statements about their food preferences and budgets; respond to the ideas and contributions of others during a conversation about traditions and celebrations; listen to another person’s opinion about a story and express their own; listen to and act on descriptive feedback from a peer or teacher regarding their performance of a task)
Teacher prompts: “De quelle façon partages-tu efficacement tes idées avec un pair ou dans un petit groupe?” “Comment partages-tu une rétroaction pertinente avec un partenaire après avoir entendu sa présentation?” “Comment interprètes-tu le langage non verbal d’un pair pendant une conversation?” “Comment les mots entendus pendant l’interaction t’aident-ils à participer activement à la conversation?”
Instructional tips:
(1) Teachers can model the use of the comparative and superlative forms of adjectives using “plus”, “le/la/les plus”, “moins”, and “le/la/les moins” as the students discuss ways of preparing litter- less lunches.
(2) Teachers can model the use of the comparative and superlative forms of irregular adjectives such as “bon” and “mauvais” as the students discuss their food preferences.
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., identify things that have distracted them from listening to
a speaker; describe how various resources can help them find out more about a subject in preparation for listening)
Teacher prompts: “Selon toi, quelle est la stratégie d’écoute la plus efficace?” “Quelles suggestions peux-tu donner à quelqu’un pour l’aider à améliorer son emploi des stratégies d’écoute?”
Instructional tips:
(1) Teachers can model the process of describing skills and strategies using verbs that identify a preference (e.g., “Je préfère...”, “Je voudrais...”, “Je n’aime pas...”).
(2) Teachers can model the use of conditional or hypothetical statements and encourage students to use them when communicating possible ways to improve their listening skills (e.g., “Si j’écoute attentivement, je saurai quoi faire”).
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 people in two French-speaking countries and discuss how their culture might have influenced their perspectives; listen to descriptions of tourist destinations in French-speaking parts of the world and describe significant landmarks in these regions; listen to French popular songs in class and determine the meaning of the lyrics)
Teacher prompts: “Qu’as-tu appris à propos des expériences des autres qui pourrait t’aider à mieux te débrouiller dans une situation similaire?” “Qu’est-ce qui t’intéresse dans les autres cultures?” “Pourquoi quelques chansons d’autres cultures deviennent-elles populaires?”
Instructional tips:
(1) Teachers can suggest that students listen for the nouns of nationalities, noting gender variations (e.g., “un(e) Canadien(ne)”, “un(e) Sénégalais(e)”, “un(e) Espagnol(e)”, “un(e) Russe”).
(2) Teachers can draw students’ attention to the repeated phrases in a song lyric that help to emphasize the theme.
A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding
of sociolinguistic conventions used in a variety of situations in diverse French-speaking com- munities (e.g., interpret the meanings and uses
of intonation and non-verbal gestures in different
French-speaking communities; compare the language heard in conversations with a teacher and with a peer and identify some of the differences; compare
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