Page 199 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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 in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to music that would be heard at cultural festivals in a variety of French- speaking communities in Europe and compare
it to the music played at a festival in their own community; listen to French-speaking students from different areas in Europe describe a typical day, and make comparisons to their own experiences; contribute to a class discussion following peer presentations comparing French-speaking cultures in Europe to their own cultures)
Teacher prompts: “Quelles ressemblances et différences existe-t-il entre les chansons franco- phones d’Europe et les vôtres?” “Quelles images vous viennent à l’esprit en écoutant
la musique francophone?” “Pourquoi est-il important de comparer les coutumes et les traditions entre les cultures?”
Instructional tip: Teachers can direct students to listen to a French song from Europe to extract the message, interpret information, and discuss the general ideas with peers (e.g., “Après avoir entendu la chanson ‘Famille heureuse’ par Les Négresses Vertes, en dyade, discutez le pour et le contre d’une famille nombreuse”).
A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding
of sociolinguistic conventions used in a variety of situations in diverse French-speaking com- munities* (e.g., distinguish between regional variations in pronunciation; interpret the messages conveyed through the language used to depict gender roles in popular music; identify some common idioms in a French-language news broadcast from Europe; view a television interview to identify expressions and forms of non-verbal communication that can be used to show interest in what is being said; identify the language register used by the participants in a conversation and rewrite it in a different register)
Teacher prompts: “Qu’est-ce que vous avez remarqué après avoir écouté différents dialogues de différentes régions francophones?” “Comment la connaissance du vocabulaire d’une région peut-elle faciliter l’apprentissage du vocabulaire d’une autre région?” “De quelle manière les mêmes expressions sont-elles utilisées dans différentes régions?” “Comment l’usage de régionalismes peut-il faciliter ou empêcher
la communication?”
Instructional tip: Teachers can encourage students to create a graphic organizer or use
an established one such as a Venn diagram to help them highlight similarities and differences in vocabulary from different communities in two French-speaking countries.
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Europe) but are not expected to do so.
LISTENING
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Extended French
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