Page 214 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
which are most effective and why; analyse how television or radio advertisements use familiar situations to enhance the appeal of a product or company; analyse how a commercial attempts to create a need; analyse the relationship between visuals and lyrics in a music video by a First Nation, Métis, or Inuit musician)
Teacher prompts: “Dans un clip publicitaire, jusqu’à quel point le son joue-t-il un rôle pour attirer votre intérêt?” “Comment l’emploi de chansons populaires connues dans la publicité fait-il appel à votre sens de familiarité pour vous captiver?” “Comment la musique de cette chanson soutient le message de ses paroles?”
Instructional tip: Teachers can suggest that stu- dents pay attention to how relative pronouns such as “ce qui”, “ce que”, “ce dont” are used for emphasis in advertisements (e.g., “Finalement! Ce qui marche le mieux contre la dépression”, “Le médicament efficace... ce dont on a besoin pour guérir rapidement”).
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 academic and social interactions (e.g., when engaged in discussion, use non-verbal cues to demonstrate appreciation of another’s ideas; ask questions to show interest during a conversa- tion; summarize both sides of the argument when moderating a debate; listen when it is not their turn to speak, and avoid interrupting others during informal debates; respond expressively to new information and acknowledge different points
of view during a classroom“gallery walk”)
Teacher prompts: “À quoi tient l’efficacité d’une question?” “Pourquoi est-il utile de montrer votre engagement et votre compréhension à votre interlocuteur pendant une conversation assez longue?” “Comment maîtrisez-vous vos émotions pour demeurer calme quand vous entendez des arguments controverses et bouleversants dans un débat?”
Instructional tip: Teachers can provide oppor- tunities for a “gallery walk” in the classroom, encouraging groups of students to share their opinions with each other at each station.
A2.2 Interacting: respond with understanding
to what others say while participating in inter- actions about academic and familiar topics, including literary topics, in formal and informal situations (e.g., listen to a narrative and discuss
with peers what they think will happen next; ask questions to clarify their understanding of a peer’s presentation on his or her future academic and career plans; contribute to a debate relating to French literature under study; discuss a current event in another part of the world; participate
in a role play with a partner in which they reach a compromise about plans for a social outing; acknowledge others’ ideas using appropriate body language and facial expressions; after listening
to a media clip about an environmental non- governmental organization, discuss their own environmental goals with peers)
Teacher prompts: “De quelle manière réagissez- vous quand vous recevez une critique négative dans une discussion?” “Comment vous préparez- vous pour un débat sur un sujet littéraire?” “Quels sont les avantages de considérer le point de vue d’autrui dans une conversation?”
Instructional tip: Teachers can encourage students to listen for prepositions such as “malgré”, “au lieu de”, “à part”, “sauf” and for conjunctions such as “bien que”, “tandis que”, “quoique” that may signal a concession during a discussion.
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 detailed steps they can take to improve their listening skills (e.g., explain the steps they took when listening to help them contribute to a group discussion; describe strategies they used to monitor their understanding during interactions with peers; plan to apply feed- back received from peers during an interaction to improve their listening skills; describe the strategies they used while listening to a long speech and explain how they were helpful; observe listening strategies used by peers and identify those that they themselves might find useful)
Teacher prompts: “Comment développez-vous des stratégies pouvant favoriser l’amélioration de la compréhension de documents oraux?” “Comment la rétroaction d’un camarade de classe vous aide-t-elle à mieux contribuer à la discussion?” “Comment vous adaptez-vous pour mieux entendre et comprendre dans
un milieu avec beaucoup de distractions?” “Comment vos prédictions pourraient-elles influencer votre compréhension d’un discours?”
Instructional tips:
(1) Teachers can suggest that students monitor their own listening and thought processes
by asking themselves what-if questions and reflecting on the answers (e.g., “Que faire si le
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