Page 197 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
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.
SPECIFIC EXPECTATIONS
A1. Listening to Understand
By the end of this course, students will:
A1.1 Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., activate prior knowledge about the topic before listening; determine the goal for each listening activity in order to listen more effectively; during listening, use visualization
and make connections to personal experience
to help them remember content; use context and background knowledge to help make inferences while listening; make predictions before and during a presentation and verify their accuracy after listening; after listening, compare interpreta- tions of the message with a peer)
Teacher prompts: “Comment faites-vous
des liens entre des situations similaires déjà vécues?” “Quels sont les mots-clés qui vous ont permis de repérer l’information entendue?” “Quelles sont les différentes façons de comprendre un exposé oral?”
Instructional tip: Teachers can promote the use of mind maps to help students retrieve and visually organize their prior knowledge.
A1.2 Demonstrating Understanding: demon- strate an understanding of the purpose and meaning of oral French texts about familiar and academic topics, including literary texts, with support as appropriate (e.g., listen to youth from different French-speaking communities discuss a social issue, and extract details that support their
own opinion about the issue; explain the underlying meaning of lyrics by a First Nation, Métis, or Inuit songwriter after listening to the song in class; identify essential information from a presentation about the security features of banknotes; following the read-aloud of a literary story, write a response to the story and compare it with those of their peers)
Teacher prompts: “Quelle phrase résume le mieux la conversation que vous venez d’écouter entre les jeunes?” “Pourquoi est-il important de vérifier le placement approprié de certains adjectifs?” “Comment les paroles d’une chanson vous permettent-elles de créer des liens et d’interpréter le message?”
Instructional tips:
(1) Teachers can ask students listening to a conversation to note how the placement of
an adjective can affect its meaning (e.g., “C’est une vraie [véritable] catastrophe”, “C’est une histoire vraie [qui est conforme à la vérité]”).
(2) Teachers can provide opportunities for students to determine whether the verb they hear is in the futur simple, indicating certainty (e.g., “Maintenant, elle ne comprend pas la situation, mais un jour elle comprendra”), or in the conditionnel présent, indicating probability (e.g., “Vous comprenez cette situation? À votre place, je ne comprendrais pas”).
A1.3 Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in
a variety of oral media texts in French about familiar and academic topics, with support
as appropriate (e.g., explain how the words,
LISTENING
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Extended French
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