Page 144 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
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 interpret explicit and implicit messages in oral French texts (e.g., use prior knowledge of the type of oral text to make predictions about content before a listening task; ask questions for clarification; generate mental images while listening to clarify their impressions of the setting or characters in a narrative; discuss their interpretation of a speaker’s message with a peer to compare their understanding of the points made)
Teacher prompts: “Quelles stratégies d’écoute observées suscitent une écoute active?” “Comment une autre personne peut-elle vous aider à clarifier vos idées?”
Instructional tips:
(1) Teachers can encourage students to listen for the sequence of present and past tenses in indirect discourse to determine the order of events (e.g., “Il dit qu’une fois son amie a téléphoné chez lui à 4 heures du matin”, “La radio annonce que l’explosion a eu lieu à midi”, “Le directeur notifie les élèves qu’il était mécontent de leur comportement hier soir
au bal”).
(2) Teachers can ask students to listen for opinion verbs followed by the subjonctif to help them distinguish between facts and opinions, and can encourage students to make connections between the opinions expressed in an oral text and their own ideas.
A1.2 Demonstrating Understanding: demon- strate an understanding of explicit and implicit messages about a variety of topics in oral French texts, with support as appropriate (e.g., identify the main ideas in public announcements relating to health and healthy choices; identify key phrases in an airport or airplane announcement; listen to a job description, infer the skill set that the employer requires, and prioritize the skills most suitable for the job; extract the key ideas from a traditional oral text from another culture; list the main points in a podcast about an environmental issue; summarize the underlying messages in a television or radio advertising campaign; with a partner, listen to the description of a series of events and deduce possible causes; summarize the main ideas in a news report on climate change; replay
a recorded text and prepare specific questions or commentary about it; after listening to a news report, play the role of a reporter and develop questions that could be asked of eyewitnesses to gain additional information)
Teacher prompts: “Quelle démarche utilises-tu pour trouver le sens du message écouté?” “De quelle façon le message d’une personne peut-il changer selon le vécu de celle-ci?” “Pourquoi les messages implicites d’une campagne publicitaire sont-ils perçus différemment par plusieurs auditoires?” “Dans un clip publicitaire, jusqu’à quel point le son joue-t-il un rôle pour attirer votre attention?”
Instructional tips:
(1) Teachers can direct students to listen for the conditionnel présent in advertisements to identify persuasive techniques commonly used in
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
142