Page 261 - 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. ListeningtoUnderstand:determinemeaninginavarietyofauthenticandadaptedoralFrenchtexts, 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., recall prior knowledge about the topic; before a listening task, preview a list of words to listen for; use the speaker’s non-verbal cues, including body language, to help them interpret meaning; make connections to personal knowledge and experiences; record information on a note-taking template while listening to various texts on the same topic; after listening, rephrase main points
to ensure that they have understood the meaning of a literary text)
Teacher prompts: “Quelle démarche utilisez-vous pour activer vos connaissances antérieures?” “Avant d’écouter un texte, quelles informations essentielles devriez-vous considérer afin de prendre position?” “Quels indices non verbaux vous aident à comprendre les émotions d’un personnage dans une pièce?”
Instructional tips:
(1) Teachers can assist students in creating an anchor chart of listening strategies that can help them determine the meaning of oral texts.
(2) Teachers can suggest that students prepare questions before listening to a literary text, find answers to their questions while listening, and verify their answers with peers after listening (e.g., “De quel genre de texte littéraire s’agit-il?”, “Quel est le but de l’auteur?”, “Quel est le sens
global du texte littéraire?”, “Comment réagit-on au message transmis par les personnages?”).
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., summarize information heard in a webcast on a social or an environmental issue; after listening to an interview with or a speech by a public figure such as a politician, a singer, a movie star, or an activist, summarize key points in a report; analyse the lyrics of a song they have heard about the Acadian deportation and explain ways in which the lyrics evoke an emotional reaction; take notes while listening to a history documentary to use in a class discussion of the events depicted; identify stylistic devices heard in a literary text and explain how they support the theme)
Teacher prompts: “Comment pouvez-vous distinguer les homophones à l’écoute?” “Comment pouvez-vous comprendre et saisir l’essentiel d’un document audiovisuel?” “Pourquoi l’auteur se sert-il des figures de style dans son texte littéraire?”
Instructional tips:
(1) Teachers can encourage students to use surrounding words and sentences to distinguish homophones (e.g., “Mes parents ne voient pas d’avantage à ce que je me joigne à cette équipe de sport, car je dois travailler davantage”).
(2) Teachers can direct students’ attention to the pronunciation of the ending of the past participle of an irregular verb that follows a direct object
LISTENING
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French Immersion
FIF1D