Page 278 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
a variety of oral media texts in French about everyday matters and familiar topics (e.g., identify the target audience of a movie based on its trailer; select effective radio advertisements and explain their features; identify the points of view presented in a television newscast and evaluate it for bias; evaluate the effectiveness of a public service announcement about an environmental issue; compare the information on a current issue from two media sources to determine the perspectives conveyed by each; analyse the language and tone of a public service announcement about smoking and suggest how these elements might influence an audience; explain how the music and words in a technology advertisement influence teenagers to buy the product)
Teacher prompts: “Comment sait-on à quel public cible s’adresse une annonce?” “Quels groupes sociaux sont inclus et exclus dans cette émission?” “D’après vous, quelles stratégies utilise-t-on dans la transmission d’un message d’intérêt public?” “Comment vos propres opinions, expériences, goûts ou sentiments peuvent-ils influencer votre interprétation d’un message publicitaire?” “Pourquoi est-il important de reconnaître la différence entre les faits et les jugements d’une publicité?”
Instructional tips:
(1) Teachers can encourage the use of the passé récent to discuss something heard on the news (e.g., “Il vient de pleuvoir”, “Je viens d’apprendre que...”, “On vient d’annoncer...”).
(2) Teachers can provide opportunities for students to listen to media texts about issues that are relevant to them.
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 guided and structured social interactions and interactions about everyday matters (e.g., paraphrase, clarify, ask questions about, or respond to the ideas shared in a group
discussion; express interest in another student’s presentation by commenting and asking relevant questions; take turns speaking and avoid interrupting others during informal discussion or debate; be alert to non-verbal cues in a discussion with peers)
Teacher prompts: “Qu’est-ce qu’on peut dire pour encourager une conversation?” “Comment interpréter les gestes de votre partenaire vous aide-t-il à participer à une discussion en petits
groupes?” “Quelle démarche utilisez-vous pour associer les gestes et les expressions faciales aux paroles?”
Instructional tips:
(1) Teachers and students can create visual references, such as sentence walls and anchor charts, of sentence starters that students can use when interacting with each other (e.g., “Tu as raison parce que...”, “Tu as tort, car...”, “Il a tort et tu lui donnes raison parce que...”).
(2) Teachers can review various ways of asking questions and can encourage students to use these techniques to engage others in conversation.
A2.2 Interacting: respond with understanding to what others say while participating in guided and structured interactions about familiar and new topics and everyday matters, in formal and informal situations (e.g., listen to the description of a series of actions and, with a partner, deduce what likely preceded them; in a small group, listen to a national weather report and compare weather conditions across the country; discuss with peers obstacles that they have overcome and ask relevant questions to demonstrate understanding; participate in guided role play of a type of interaction that takes place outside school; share skills and knowledge with each other through peer mentoring; listen to
a new rap CD and discuss how different groups might respond to it)
Teacher prompts: “Pourquoi est-il important d’écouter soigneusement les autres pendant une conversation?” “Que remarquez-vous sur les prévisions météorologiques au Canada?” “Comment réagissez-vous au nouvel album de chansons?”
Instructional tips:
(1) Teachers can suggest that students listen for different negative forms (e.g., “ne...jamais”, “ne...plus”, “ne...rien”, “ne...personne”)
so that they can respond appropriately in conversations.
(2) Teachers can encourage students to recreate real-life situations in the classroom through guided or improvised role play (e.g., “À l’arrêt de bus”, “Faire une commande au téléphone”, “Avec des amis”, “Un samedi matin en famille”, “À table dimanche soir”, “Chez le médecin”).
A2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after listening;
(b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., during a student-teacher conference, explain how they
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