Page 158 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
in social and academic interactions and inter- actions about everyday matters (e.g., ask questions to expand on the content of a presentation; reword a peer’s point of view during a group discussion to demonstrate and clarify understanding; interpret facial expressions, gestures, and body language; affirm and build on the ideas of others in a discussion)
Teacher prompts: “Comment indiques-tu que tu es attentif quand quelqu’un parle?” “De quelle façon le fait de questionner les participants te permet-il d’enrichir la discussion?” “Pourquoi est-ce important de communiquer ses opinions aux autres lors d’un partage d’idées?”
Instructional tip: Teachers can suggest that students listen for a variety of questioning techniques (e.g., “est-ce que”, inversion of subject and verb, or voice cues used with a statement).
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., improvise an interview between a co-op placement officer and an applicant; discuss leadership opportunities in the community and the importance of being involved; listen to
a report on the impact of social networking and identify concerns and solutions with a peer; discuss in groups the importance of learning another language)
Teacher prompts: “Comment une discussion aide-t-elle à approfondir tes connaissances à propos des sujets écoutés?” “Pourquoi est-il important d’écouter tous les points de vue offerts avant de former une opinion?”
Instructional tip: Teachers can suggest that students participating in social interactions listen for and use phrases that signal the expression of opinion (e.g., “Je pense que...”, “Je ne pense pas que...”, “Je crois que...”, “Je ne suis pas d’accord”).
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., reflect on goals for listening to determine best strategies; identify frequently used listening strategies and
describe their effectiveness; describe the effectiveness of previewing required vocabulary; set short-term improvement goals and track progress towards them in a personal journal)
Teacher prompts: “Quelles stratégies t’aident à maintenir ton attention pendant une discussion?” “Comment le but de l’écoute influence-t-il la stratégie que tu choisis d’utiliser?”
Instructional tip: Teachers can engage students in reflective learning conversations to guide them in identifying steps they can take to improve their listening skills (e.g., Plan d’action : “J’écoute le plus souvent possible la radio”, “Je regarde des vidéos, la télévision, des films avec puis sans sous-titres...”, “J’essaie...”,
“Je compare...”, “Ce que je peux faire pour...”, “J’emploie...”).
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 a dialogue for information about adventure travel in different French-speaking communities; compare the text of a French-language song with the text of a song from their own community; listen to a song that combines French and another language, and describe how this combination contributes to
its message)
Teacher prompts: “Comment les médias t’aident- ils à mieux comprendre une communauté?” “Comment la prise de connaissance des perspectives des autres t’aide-t-elle à mieux interagir avec eux?”
Instructional tips:
(1) Teachers can ask students to listen for the use of the pronouns “ce qui” and “ce que” in references to an idea or an entire statement that may or may not have been previously expressed (e.g., “Ce qui m’intéresse...”, “Ce que j’aimerais faire...”).
(2) Teachers can direct students to listen for comparative adjectives in oral texts about differences between French-speaking communities.
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