Page 145 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

advertising (e.g., “Aimeriez-vous gagner de l’argent...?”, “Préféreriez-vous...?”, “Vous devriez...”).
(2) Teachers can encourage students to use the subjonctif présent when interpreting the messages in an oral text (e.g., “Il est possible que...”, “Il se peut que...”, “Il est probable que...”, “Je ne crois pas que...”, “Pensez-vous que...?”).
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 and academic interactions (e.g., ask carefully considered questions to encourage the speaker to continue talking; affirm and build on the ideas of others in a discussion; summarize both sides of an argument when moderating a discussion)
Teacher prompts: “Comment vérifies-tu que les autres comprennent bien ce que tu dis pendant une discussion?” “Quels indices t’indiquent le bon moment pour poser une question pendant une discussion?” “Quelles stratégies t’aident à maîtriser tes émotions et à rester calme et attentif lorsque tu entends des raisonnements illogiques ou controversés durant une discussion?”
Instructional tips:
(1) Teachers can direct students to distinguish between the passé composé and the plus-que- parfait to help them understand the sequence of past events in a discussion (e.g., “Le professeur a répondu qu’il avait déjà résolu le problème”). Teachers can also suggest that students listen for conditional sentences with “si” to understand the sequence of tenses (e.g., “Si j’étais allé à New York, je serais allé voir une pièce de théâtre”).
(2) Teachers can suggest that students listen for conjunctions of consequence (e.g., “à condition que”, “pour que”, “afin que”, “à moins que”) used with the subjonctif in order to help them identify the essential points of a discussion so they can respond appropriately.
A2.2 Interacting: respond with understanding
to what others say while participating in inter- actions about a variety of topics, in formal and informal situations (e.g., with a partner, improvise a dialogue between a medical practitioner and a patient; role-play how to respectfully respond to an aggressive speaker; contribute to a panel discussion about consumer awareness and advertising)
Teacher prompts: “Comment faut-il réagir quand les paroles de quelqu’un d’autre vous blessent?” “Jusqu’à quel point une discussion avec vos pairs influence-t-elle la façon dont vous prenez des décisions?” “De quelle façon maintiens-tu une discussion?”
Instructional tips:
(1) Teachers can have students role-play a formal interaction between a customer and
a business person (e.g., “Je suis déçu que ma commande ne soit pas là”, “Je souhaite qu’on prenne une décision rapidement”).
(2) Teachers can direct students’ attention to oral statements containing two actions in the past and ask them to identify how tenses are used to indicate the order in which the actions occurred (e.g., “J’ai acheté le produit dont tu m’avais parlé l’autre jour”).
A2.3 Metacognition:
(a) explain which 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., reflect on suggestions for improvement during a student- teacher conference; plan to develop a vocabulary list of new words and unfamiliar expressions; describe strategies they use to monitor their understanding when someone is speaking; explain and reflect on how they use body language to communicate interest while listening)
Teacher prompts: “Qu’est-ce que tu fais pour comprendre l’enregistrement?” “Que feras-tu de différent pour mieux écouter la prochaine fois?” “Comment le fait de comparer tes idées avec un pair t’aide-t-il à clarifier ce que tu as entendu?” “Comment la prédiction t’aide-t-elle à comprendre un texte sonore?”
Instructional tip: Teachers can encourage students to explain which strategies are useful for addressing any challenges and barriers that they may encounter in listening (e.g., “J’emploie cette stratégie parce que...”, “Je souhaite essayer cette stratégie parce que...”).
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
LISTENING
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Core French
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