Page 279 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

monitor their own listening skills; outline the learning strategies they used before, during, and after a listening task involving a recorded text; maintain a“listening diary”of helpful feedback received in peer or teacher conferences)
Teacher prompts: “Quelles sont les stratégies les plus efficaces pour confirmer votre compréhen- sion d’un message?” “Comment vérifiez-vous votre compréhension de l’oral?” “Quelles stratégies vous aident à vous organiser avant
et pendant un exercice d’écoute?” “Quelles stratégies vous aident à vous rappeler des points importants?”
Instructional tip: Teachers can help students develop more autonomy and confidence by asking them to articulate how they might use peer or teacher feedback to help them develop plans for improvement.
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., listen to various European students discuss an average day in their lives,
and compare it with their own day; listen to peer presentations about traditions and customs in a variety of French-speaking communities in Europe to identify the similarities and differences with their own community; listen to songs from two French-speaking countries in Europe and identify the message and emotions expressed in the lyrics)
Teacher prompts: “Qu’apprenez-vous des perspectives différentes en écoutant des émissions de radio d’autres pays francophones en Europe?” “Pourquoi est-il important de comparer les coutumes et les traditions entre les cultures?”
Instructional tip: Teachers can ensure that students recognize frequently used verbs (e.g., “aller”, “mettre”, “savoir”, “voir”, “prendre”) and reflexive verbs (e.g., “se lever”, “se coucher”, “s’habiller”, “se nourrir”) in different tenses in descriptions of social and cultural customs.
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., explain the messages conveyed through the language used to depict gender roles in popular music; explain the use of some common French expressions, such as“Bon appétit”,“Ça vaut la peine/le coup”,“Tant mieux”,“Jamais de la vie”; compare the wording
of proverbs with similar meanings in French and English, such as “Petit à petit, l’oiseau fait son nid”– Every little bit helps,“Vouloir, c’est pouvoir”– Where there’s a will, there’s a way,“Pas de nouvelles, bonnes nouvelles”– No news is good news,“Qui ne risque rien, n’a rien”– Nothing ventured, nothing gained; identify ways in which the French language has evolved and is evolving, such as the use of anglicisms, including“le shopping”,“le parking”, and “le business”)
Teacher prompts: “Les proverbes appartiennent au patrimoine linguistique d’un pays, exprimant un conseil populaire, une vérité de bon sens
ou d’expérience et qui est devenu d’usage commun : Quelles stratégies utilisez-vous pour les comprendre dans un document sonore?”
“À ton avis, pourquoi utilise-t-on des proverbes à l’oral?” “Comment créez-vous un plan d’apprentissage des proverbes de différents pays?”
Instructional tip: Teachers can encourage students to expand their knowledge of French proverbs 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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