Page 170 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, 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 comprehension strategies, and use them before, during, and after listening to interpret explicit and implicit messages in oral French texts
(e.g., before a listening task, prepare a template
to help them take informed notes, with headings for subject, vocabulary, and key points of interest;
anticipate what might be included in a presentation based on its title and images provided by the presenter; summarize an oral text, compare summaries with a peer, and consider similarities and differences; make notes during a listening task to help them recall key points and then use the jigsaw method to share ideas and extend their knowledge of the topic)
Teacher prompts: “Comment l’usage d’un gabarit peut-il t’aider à suivre une présentation?” “Qu’est-ce qui t’aide à conceptualiser de nouvelles idées?”
Instructional tips:
(1) Teachers can model the use of temporal prepositions and adverbs and other constructions, and encourage students to use them when summarizing information heard on the radio (e.g., “Un nouvel office de tourisme a ouvert
le 1er septembre” or “... est ouvert depuis le
1er septembre”, or “... a ouvert il y a deux semaines” or “Ça fait deux semaines qu’il
est ouvert”).
(2) Teachers can ask students to listen for the passé composé, imparfait, and plus-que-parfait to help them understand the sequence of past events and tenses in a news broadcast (e.g., “Quand la police est arrivée sur le lieu du crime, les cambrioleurs étaient déjà partis
et la victime criait au secours”).
(3) Teachers can encourage students to listen for the faire causatif construction (“faire” followed by the infinitif) to help them determine meaning (e.g., “Le professeur fait travailler les étudiants tous les jours”, “J’ai fait découvrir la ville à mes amis”).
A1.2 Demonstrating Understanding: demon- strate an understanding of explicit and implicit messages about a wide variety of topics in oral French texts, with support as appropriate (e.g., describe the reactions of the people interviewed in a news report on a natural disaster; summarize the points of view of the candidates after listening to
a political debate; identify the main themes of a French song and describe the emotions expressed; extract the main message and supporting details from a podcast; after viewing a documentary on the subject, identify how environmental changes can affect people’s health; distinguish between the perspectives presented in news reports regarding First Nations, Métis, or Inuit communities; identify tone and bias in an online news clip and discuss in class why it is important to do so)
Teacher prompts: “Quelle démarche utilises-tu pour trouver le sens du message?” “Quelles méthodes est-ce que le locuteur a utilisées pour
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
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