Page 198 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
music, images, and sound effects in a television advertisement might influence teenagers; determine whether the images in a documentary about a social issue are consistent with the message of the film; explain reasons for the repetition of key points in a news report about an environmental topic)
Teacher prompts: “De quelle façon et jusqu’à quel point les messages exprimés dans une publicité télévisée sur l’abus d’alcool vous sensibilisent-ils à ces problèmes dans votre communauté?” “Comment un documentaire visionné en classe peut-il vous aider à trouver une solution de recyclage électronique dans votre communauté?” “Justifiez la répétition de quelques mots dans le reportage.”
Instructional tip: Teachers can direct students’ attention to the use of relative pronouns such as “dont” or “où” in advertisements (e.g., “Les pièces des téléphones portables dont vous n’avez pas besoin peuvent être récupérées et ainsi venir enrichir le stock de pièces de rechange”).
A2. Listening to Interact
By the end of this course, students will:
A2.1 Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., when conversing with a peer, ask questions to verify understanding and indicate involvement in the conversation; clarify, ask questions about, or respond to the ideas heard in a group discussion; paraphrase instructions or messages to confirm comprehension)
Teacher prompts: “Qu’est-ce qui vous aide à anticiper les idées clés dans une discussion?” “Quels types de questions pouvez-vous poser pour vérifier et consolider votre compréhension d’une conversation?” “Quand faut-il paraphraser une idée?”
Instructional tips:
(1) Teachers can foster a climate of give and take during classroom discussions, encouraging students to listen to each other respectfully, share ideas, and consider alternative viewpoints.
(2) Teachers can encourage students to observe the body language used by peers during interactions in order to enhance their own comprehension.
A2.2 Interacting: respond with understanding to what others say while participating in inter- actions about familiar and academic topics,
including literary topics, in formal and informal situations (e.g., participate respectfully and appropriately in an improvisational role play; with a partner, share ideas about a French Canadian literary text read in class; in a small group, respond to the ideas of others about how
to distinguish between needs and wants when monitoring spending habits)
Teacher prompts: “De quelle manière abordez- vous sans préparation une conversation sur un sujet familier?” “Comment pourriez-vous écouter respectueusement une discussion?” “Pourquoi incorporez-vous des questions dans une conversation?”
Instructional tips:
(1) Teachers can recommend that students use the conditionnel présent in their interactions with people they do not know well in order to be polite and respectful (e.g., “J’aimerais bien en savoir plus”, “Voudrais-tu écouter davantage?”).
(2) Teachers can set aside time for a daily oral warm-up routine, led by students, that allows them to listen to and share opinions or comments in response to “la question du jour” (e.g., “Que dois-je faire si ma carte d’identité étudiant est perdue ou endommagée?”, “Hier, quand on est arrivés près du stade, l’autoroute était bloquée. Savez-vous pourquoi?”, “Que pensez-vous de...?”).
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 specific steps they can take to improve their listening skills (e.g., monitor the effectiveness of the strategies they used to confirm their understanding during interactions; discuss during a student-teacher conference the usefulness of referring to their predictions to infer meaning; plan to focus on extracting the most important message from
oral texts)
Teacher prompts: “Pourquoi et comment avez- vous choisi certaines stratégies?” “Quelles techniques avez-vous utilisées pour écouter attentivement une production orale? Comment étaient-elles efficaces? Que feriez-vous différem- ment la prochaine fois?” “Comment avez-vous formulé vos questions pour encourager la discussion?”
Instructional tip: Teachers can ask students to outline their learning process when they listen to a class discussion.
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