Page 263 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

A2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after listening;
(b) identify their areas of greater and lesser strength as listeners, and plan specific steps they can take to improve their listening skills (e.g., develop strategies for determining the overall meaning of a message even if there are many unfamiliar and new words in the message; consider feedback from peer or teacher conferences when determining next steps)
Teacher prompts: “Quels sont vos forces et vos défis lorsque vous écoutez les nouvelles télévisées ou à la radio?” “Quelle stratégie de compréhen- sion de l’oral est la plus efficace pour vous?” “Quelles autres stratégies d’expression orale (écouter/parler) voudriez-vous essayer?” “Comment ces stratégies peuvent-elles être utiles dans des situations hors de la salle de classe?”
Instructional tips:
(1) Teachers can suggest that students monitor their own listening and thought processes by asking themselves what-if questions (e.g., “Que faire si le locuteur utilisait presque uniquement des mots et des expressions que je ne connais pas? Je pourrais essayer de comprendre le sens général”).
(2) Teachers can help students develop independence by having them track their progress towards a goal on a regular basis, and identify the next steps in the process.
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 in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., identify and interpret the message and emotion in songs from a variety of French-speaking European cultures; watch films and video clips depicting family customs, issues, and concerns in a range of French-speaking regions in Europe and draw comparisons with those in their own community; listen to a clip from a documentary about the French Revolution and determine whose voices are represented as well as whose voices are missing)
Teacher prompts: “D’après vous, une chanson doit-elle donner un message? Pourquoi?” “Quels aspects des cultures françaises présentées dans
le document audiovisuel sont semblables et/ou différents de la vôtre?” “Qu’apprenez-vous
des perspectives différentes en écoutant des émissions de radio/télévision d’autres pays francophones?”
Instructional tip: Teachers can ask students to identify verbs that communicate emotion in a song (e.g., “rougir”, “rosir”, “pâlir” to describe the onset of a strong emotion; “reverdir” in a metaphor for hope, just as dry grass comes back to life under the rain).
A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolin- guistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify and explain differences between familiar, colloquial, and formal language; identify some common idioms [“Coûter les yeux de la tête”– to be expensive,“Ce n’est pas la mer à boire”– it’s not difficult]; compare animal idioms in French to those in English, including some that are similar [“être doux comme un agneau”– to be as gentle
as a lamb,“être fort comme un taureau”– to be as strong as a bull,“être têtu comme une mule”– to be stubborn as a donkey] and some that are different [“avoir un chat dans la gorge”– to have a frog in one’s throat]; identify ways in which the French language has evolved and is evolving, such as the use of anglicisms, including “le camping”,“le hamburger”, and “le marketing”)
Teacher prompts: “Une expression idiomatique est une expression particulière à une langue et qui n’a pas nécessairement d’équivalent littéral dans d’autres langues : Quelles stratégies utilisez-vous pour comprendre les expressions idiomatiques à l’oral?” “À votre avis, pourquoi utilise-t-on des expressions idiomatiques
à l’oral?” “Comment créez-vous un plan d’apprentissage des expressions idiomatiques?”
Instructional tip: Teachers can encourage students to expand their knowledge of idiomatic expressions by taking note of such expressions whenever they are listening to oral texts, whether in conversations with peers or when listening to television or radio programs.
* Students are encouraged to identify examples of usage that
is specific to particular regions or communities (e.g., French- so.
speaking communities in Europe) but are not expected to do
LISTENING
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French Immersion
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