Page 184 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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 interactions and interactions about everyday matters (e.g., in a think-pair-share, discuss the main ideas presented in an audio clip; interpret verbal and non-verbal cues while listening; restate the main idea to confirm understanding; use body language, such as leaning forward, to encourage the speaker and signal interest)
Teacher prompts: “Quels indices te montrent qu’un émetteur de message a fini son message?” “Comment peux-tu montrer que tu as bien compris le message?” “Comment peux-tu indiquer ton intérêt pendant une conversation?”
Instructional tip: Teachers can review different expressions that students can use when con- veying their opinion of a speaker’s message (e.g., “à mon avis”, “d’après moi”, “de mon point de vue”).
A2.2 Interacting: respond with understanding
to what others say participating in interactions about a variety of topics, in formal and informal situations (e.g., extract the main ideas from a speaker’s message and express their own ideas about them; ask questions to elicit additional information after an oral presentation about a First Nation community; express their personal point of view in response to comments by peers
on a current issue; give feedback after listening to peers explain their plans for postsecondary studies and careers)
Teacher prompts: “Comment peux-tu écouter poliment le point de vue de quelqu’un même si tu n’es pas d’accord?” “Comment les questions posées pendant une présentation vont-elles contribuer à développer une réponse personnelle?”
Instructional tips:
(1) Teachers can direct students to listen for words and expressions that speakers use when politely agreeing or disagreeing (e.g., “Je com- prends ce que tu dis, mais...”, “D’accord, as-tu considéré...?”).
(2) Teachers can review the use of the conditionnel présent to express a hope or a wish for the future (e.g., “Qu’aimerais-tu faire plus tard?”, “Je voudrais...”, “J’aimerais...”).
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., assess personal time-management and self-motivation strategies; evaluate their ability to understand the point of view of others in a discussion; assess
how their learning environment may affect their understanding; participate in a conference with classmates or the teacher to set goals and discuss possible strategies)
Teacher prompts: “Comment la préparation (sujet, vocabulaire, etc.) t’aide-t-elle à mieux comprendre le texte sonore?” “Qu’est-ce qui t’aide à mieux t’exprimer oralement et à l’écrit?”
Instructional tip: Teachers can suggest that students use impersonal expressions (e.g., “on constate que”, “on découvre que”, “on peut donc établir que”) when explaining their reflections and drawing conclusions from them.
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., compare emotions, expressions, and music in songs from different French-speaking communities; explore cultures represented in different French-language films and compare them to their own culture; view fashion shows from different French-speaking regions and compare clothing styles and descriptions of them)
Teacher prompts: “Comment les éléments d’humour changent-ils d’une culture à une autre?” “Quel lien peux-tu établir entre ta propre culture et celle qui est présentée dans la chanson?” “Pourquoi les jeunes s’intéressent-ils à la mode?”
Instructional tips:
(1) Teachers can model the use of possessive pronouns in statements about personal prefer- ences and can encourage students to use such pronouns when discussing their experiences in a group (e.g., “le mien”, “le vôtre”, “le sien”).
(2) Teachers can instruct students to listen for words and phrases such as “Finale du défilé de mode africaine”, “Le grand Salon du mariage”, “robe de soirée courte ou longue”, and “robe cocktail” while viewing a fashion show.
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