Page 231 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

extent to which summarizing the main points of a lecture helps them remember key ideas)
Teacher prompts: “Comment jugez-vous ce qui est important à retenir dans un texte audio?” “Comment développez-vous votre propre méthode pour prendre des notes durant une présentation?” “Comment expliquez-vous les stratégies ou les techniques pouvant favoriser l’amélioration de votre compréhension orale?”
Instructional tip: Teachers can use the plus-que- parfait and conditionnel passé when prompting students to reflect on their use of listening strategies (e.g., “Quelle stratégie d’écoute aviez-vous utilisée pour comprendre le documentaire? Qu’auriez-vous modifié
et pourquoi?”).
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 worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., using various oral texts as sources, compare aspects of the colonial history of overseas collectivities of France, such as Saint Pierre and Miquelon, French Polynesia, or St. Martin, with that of New France, with a particular focus on the relationship between indigenous peoples and the imperial power; listen to a story or legend from a French-speaking culture and compare it to a story or legend from their own community illustrating the same moral; compare emotions, expressions, and melody in songs from different French-speaking communities; view a variety of French-language films and compare the cultures represented in them to their own culture)
Teacher prompts: “Quel est le rôle des légendes?” “Comment pouvez-vous inférer les valeurs des jeunes francophones à travers la musique populaire?”
Instructional tip: Teachers can direct students to listen for and use the subjonctif to express thoughts, feelings, and beliefs in discussions of stories and legends from different commun- ities (e.g., “Je ne pense pas qu’il ait raison”, “Croyez-vous que ces légendes reflètent des mythologies?”).
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., listen to speakers at a symposium on equity issues to help them determine the appropriate level of formality to use when addressing others
in this context; listen to news from various French- speaking regions to compare the language used to report on the same event; identify differences in the language a political leader uses when speaking to the general public and when speaking in the legislature; describe variations in the language used by callers on a radio call-in show)
Teacher prompts: “Pourquoi est-il important d’utiliser un niveau de langue approprié à
la situation?” “Comment l’usage d’une langue diffère-t-il d’une région à une autre et pourquoi?” “Pourquoi est-il important d’être conscient des bons termes qui se réfèrent à la législature?” “Pourquoi certains termes d’une langue n’ont-ils pas de traduction?”
Instructional tip: Teachers can ask students to research unfamiliar terms and expressions used by speakers from specific French-speaking regions.
LISTENING
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Extended French
FEF3U