Page 262 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
pronoun and how the pronunciation can indicate meaning (e.g., in the sentence “En se promenant dans la rue, elle a aperçu les fleurs et les chiens dont elle rêvait, elle les a prises en rentrant chez elle”, the pronunciation of the past participle – “prises” – shows that she took the flowers).
(3) After students watch a video on the history of a French-speaking country, the teacher can suggest that they draw a timeline that includes all the events and specific dates they can remember, as well as the names of people
and places that they associate with the events.
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 about academic and familiar topics (e.g., compare a French novel under study to its film adaptation, and explain what is communicated more effectively and less effectively by the film; compare the ways in which an environmental issue is represented in various public service announcements; evaluate the techniques used in a documentary about a social issue to influence its target audience; analyse the relationship between visuals and lyrics in a music video by a First Nation, Métis, or Inuit artist)
Teacher prompts: “Comparez le début du film et les premières pages du roman. Quels sont les points communs et les différences?” “Qui fait entendre sa voix dans les médias? Quels sont ceux qui en sont exclus, et pourquoi?” “Comment les textes médiatiques touchent-ils leurs publics? De quel choix et de quel contrôle les publics disposent-ils?” “D’après vous, quels éléments déterminent l’efficacité d’un message publicitaire?”
Instructional tips:
(1) Teachers can provide opportunities for students to listen to media texts about issues that are relevant to them.
(2) Teachers can ask students to listen for superla- tive adjectives and adverbs in advertisements (e.g., “le mieux”, “le plus populaire”).
(3) Teachers can direct students to listen for
the subjonctif présent after impersonal expressions such as “il faut que”, “il est temps que”, “il est important que” and use them to evaluate media texts (e.g., “Il faut qu’on apprenne à faire attention à ne pas croire tout ce qu’on lit, qu’on voit ou qu’on entend dans les médias”, “Il est important qu’on prenne distance par rapport à l’image et au message”, “Il faut qu’ils investissent en publicité Internet pour bâtir leur communauté d’acheteurs”).
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., focus attention on the person speaking and ask questions to indicate involvement; acknowledge, ask questions about, and build on the ideas of others in a group discussion; when participating
in a discussion, paraphrase the opinions of other participants to ensure they are understood; in interactions, restate key points to affirm understand- ing and show interest; apply previous knowledge when discussing a new topic with peers)
Teacher prompts: “Comment montrez-vous à votre camarade de classe que vous l’écoutez?” “Quelle démarche utilisez-vous pour vérifier votre compréhension et réagir au message?” “Pourquoi est-il important d’associer les gestes et les expressions faciales aux paroles pendant une conversation?”
Instructional tips:
(1) Teachers can use a “gallery walk” in the classroom to introduce a new topic to students or to extend students’ understanding of a topic.
(2) Teachers can model the use of indefinite relative pronouns such as “ce qui” and “ce que” and can encourage students to listen for and use these words when engaging in conversation (e.g., “Ce qui va nous aider...”, “Ce que j’aimerais savoir...”).
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 short narrative and discuss with peers what they think will happen next; share ideas in pairs or small groups about a French Canadian literary text studied in class; participate in a group discussion following an artistic presentation;
view a television program featuring entrepreneurs and discuss with peers some ways in which needs and wants create opportunities for businesses; participate in an improvisational role play)
Teacher prompts: “Comment utilisez-vous les idées entendues d’un partenaire pour lui poser des questions appropriées?” “Comment vous préparez-vous pour un match d’improvisation?”
Instructional tip: Teachers can encourage students to recreate a real-life interaction through role play (e.g., “Hier, je laissais mon mobile allumé, au cas où Samantha appellerait”, “Je me demande si elle t’appellera un jour... à moins que sa copine Alisha ne lui compose le numéro!”).
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