Page 277 - 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 comprehension strategies, and use them before, during, and after listening to understand short oral French texts (e.g., before listening, share prior knowledge about the topic with the teacher and classmates; determine the purpose for listening before starting a task; interpret non-verbal signals, including body language; record ideas while listening and organize them after listening, using a graphic organizer developed with peers; after listening, ask relevant questions to clarify meaning)
Teacher prompts: “Pourquoi est-il important
de partager vos connaissance antérieures
avant l’écoute?” “Pourquoi est-il important d’interpréter le langage non verbal?” “Comment une liste de contrôle peut-elle vous aider à ressortir les idées clés d’un texte entendu?”
Instructional tips:
(1) Teachers can encourage students to listen for patterns to help them identify general rules (e.g., verbs with the same ending –
such as “prendre”, “reprendre”, “apprendre”, “comprendre”, and “surprendre”, or “ouvrir”, “découvrir”, “couvrir”, “offrir”, and “souffrir” – are conjugated in the same way).
(2) While the class is viewing a video, teachers can model how to record information using point-form notes and quick sketches, so that students can take their own notes on the video when viewing it a second time.
A1.2 Demonstrating Understanding: demon- strate an understanding of the purpose and meaning of short oral French texts about every- day matters and familiar topics, with contextual and visual support (e.g., identify the different points of view heard in a discussion of a social or global issue; create a magazine advertisement based on a radio or television commercial; recount the essential details of a voicemail message; support their opinions about teenagers’ eating habits by using details extracted from an oral text; follow oral instructions; listen to a description of a situation and make predictions about its outcome)
Teacher prompts: “Comment prendre des notes en écoutant un message téléphonique vous aide-t-il à choisir les détails importants?” “Comment écoutez-vous une présentation d’une façon objective avant de formuler votre propre opinion?” “Prédire n’est pas deviner, mais c’est utiliser les indices du texte : Comment le faites-vous?”
Instructional tips:
(1) Teachers can suggest that students listen for connecting words, such as “premièrement”, “avant tout”, “mais”, “cependant”, “pourtant”, “malgré”, “tandis que”, used to highlight or delineate key ideas in a discussion.
(2) Teachers can direct students to listen for the infinitif used as an impératif in instructions such as recipes (e.g., “Battre les œufs”).
A1.3 Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in
LISTENING
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French Immersion
FIF1P