Page 229 - 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., before a listening task, set goals and prepare a note-taking template; use knowledge of the structure of oral texts to make predictions about their content; make inferences based on specific information or key words; after listening, compare interpretations with a peer)
Teacher prompts: “Comment lisez-vous entre les lignes pour tirer des conclusions?” “Quelle stratégie de planification mettriez-vous en pratique dans un extrait d’écoute littéraire?”
Instructional tips:
(1) Teacher can encourage students to use point-form notes and quick sketches to record information while viewing a video and to compare their notes with peers afterwards.
(2) Teachers can encourage students to make inferences during a presentation, using context and previous knowledge to listen “between the lines”.
A1.2 Demonstrating Understanding: demon- strate an understanding of oral French texts about a variety of topics, including literary texts and long texts (e.g., articulate personal health goals after hearing an expert speak about physical fitness in a documentary; after listening to a presentation on personal finance, summarize
the advantages and disadvantages of using a credit card; articulate an informed opinion on a natural disaster after listening to news reports; following
a multimedia presentation on an environmental issue, develop solutions that can be implemented to address the issue in their community; make
an electoral decision based on news coverage of
a candidates’ debate; describe the use of figurative language in an audiobook excerpt and analyse how it helps to establish tone and mood)
Teacher prompts: “Quels types de questions pouvez-vous poser à un expert pour clarifier vos choix personnels concernant la santé?” “Qu’est-ce qu’une carte de crédit bancaire? Quels sont les avantages et les inconvénients d’une carte de crédit?” “Comment développez- vous une opinion précise basée sur l’écoute d’un rapport journalistique?” “Comment l’émetteur vous a-t-il persuadé à choisir un candidat électoral?” “Est-ce que le rôle de
la métaphore est le même que celui de la comparaison dans un texte littéraire? Justifiez votre réponse.”
Instructional tips:
(1) Teachers can ask students to explain the use of different past tenses in a sequence of events described in a news report (e.g., “Hier il y a eu un tremblement de terre... il y en avait eu un il y a trois mois”).
(2) Teachers can ask students listening to a political debate to identify direct object and adverbial pronouns (“le”, “la”, “les”, “y”, “en”) to help them understand what the speakers
are referring to (e.g., “Les jeunes canadiens
ont souffert davantage des répercussions des
LISTENING
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Extended French
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