Page 213 - 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., make predictions about the text they are about to hear; record information in a note-taking template while listening to various texts on the same topic; after listening, ask questions, restate information, or request clarification to ensure understanding)
Teacher prompts: “Comment faites-vous des prédictions?” “Comment vous préparez-vous pour écouter plusieurs documents sonores sur le même sujet?”
Instructional tip: Teachers can suggest that students prepare questions before listening to various texts on the same topic, jot answers to their questions while listening, and verify the answers with peers after listening.
A1.2 Demonstrating Understanding: demon- strate an understanding of oral French texts about academic and familiar topics, including literary texts, with support as appropriate (e.g., identify the underlying tone of an advertisement; explain the usage of various past tenses in a news report; recount the arguments on both sides of a controversial issue explored in a documentary about Aboriginal people in Canada; explain main ideas and supporting details heard in a live or recorded presentation about a social or environmental issue; after listening to a job description, list the skills that
the employer requires in order of their importance; identify the stylistic devices heard in a literary text and explain how they support the theme; infer the underlying messages in an interview with a public figure)
Teacher prompts: “Comment pouvez-vous distinguer les homophones à l’écoute?” “Pourquoi l’auteur utilise-t-il la comparaison dans un texte littéraire?”
Instructional tips:
(1) Teachers can encourage students to use the context provided by surrounding words and sentences to determine the meaning of homo- phones (e.g., “Dimanche dernier, quand nous sommes rentrés de vacances...”, “Quant à ma réponse, c’est non!”, “Je trouve cet endroit merveilleux! Qu’en penses-tu?”).
(2) Teachers can direct students’ attention to how the pronunciation of the ending of the past participle of an irregular verb that follows a direct object pronoun can reveal meaning (e.g., in the sentence “En rangeant ses affaires, il a aperçu ses vieux disques et ses notes de musique, il les a mises dans son sac”, the pronunciation of the past participle “mises” shows that he took his music notes, not the discs).
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 academic and familiar topics, with support
as appropriate (e.g., detect bias in a news report about a current social issue; compare how different media texts convey their messages, and determine
LISTENING
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Extended French
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