Page 245 - 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 com- prehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., list ideas and vocabulary related to the topic before listening; ask questions during a presentation to clarify and confirm their under- standing of the main idea and supporting details; distinguish between fact, possibility, and opinion during and after listening to a report; paraphrase the main ideas in an oral report to help them retain the information; adjust listening strategies in response to different oral presentation styles)
Teacher prompts: “Comment distinguez-vous une opinion d’un fait?” “Pourquoi est-il important de reconnaître les petits mots propres à l’oral pour améliorer sa compréhension orale?”
Instructional tips:
(1) Teachers can help students develop their ability to understand a literary or challenging oral text by encouraging them to ask questions about, paraphrase, and draw inferences about what they hear (e.g., the sentence “Brusquement, toute la ville est plongée dans le noir” implies that an extensive power failure occurred).
(2) Teachers can ask students to listen for conjunctions that are followed by the subjonctif présent or subjonctif passé to help them distinguish between facts and hypothetical statements (e.g., “Nous irons nous promener à condition que le temps soit favorable”, “Quoiqu’il ait gagné peu d’argent, il tient à en donner aux pauvres”).
A1.2 Demonstrating Understanding: demon- strate an understanding of oral French texts about a wide variety of topics, including literary and other challenging texts (e.g., summarize
and evaluate the points heard in a political debate; formulate questions to ask a presenter after a lecture about Aboriginal rights, women’s rights, or the
rights of physically or mentally challenged people; explain how a presentation about personal budget- ing is consistent with or contradicts their prior knowledge; after hearing a poem, discuss its images, stylistic elements, and vocabulary with a partner; describe the point of view on cultural inclusivity expressed in a movie)
Teacher prompts: “Comment la logique
de l’argumentation d’un débat politique peut-elle sembler défectueuse?” “Comment
les informations présentées par un conférencier enrichissent-elles vos propres recherches?” “Comment votre compréhension du thème d’un poème est-elle enrichie par les éléments littéraires?” “Comment votre critique d’un film peut-elle exposer les messages sous-jacents?”
Instructional tip: Teachers can review stylistic devices such as allegory, metaphor, and personification to help students analyse
and understand poems heard in class.
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, including some challenging texts, about a wide variety of topics (e.g., view the trailer for a film they have already seen and evaluate how well it reflects and promotes the film; analyse the language in a news
LISTENING
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Extended French
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