Page 292 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
(2) Teachers can encourage students to listen for the differences in meaning and usage of the verbs “savoir” and “connaître”.
A2.2 Interacting: respond with understanding to what others say while participating in sustained interactions about academic and familiar topics, including literary topics, in formal and informal situations (e.g., respond to a speaker’s opinion; present a rebuttal in an informal debate; acknowledge other points of view during a peer sharing session at the end of a lesson; listen to a peer share an experience of alienation and relate the feelings
to an experience in their own life; contribute to a discussion or debate relating to the French literature being studied; pose questions after listening to a presentation at a co-op or job fair)
Teacher prompts: “Comment la discussion vous aide-t-elle à approfondir vos connaissances à propos des sujets écoutés?” “De quelle façon
le processus de discussion de groupe vous permet-il de solutionner les problèmes rencontrés dans votre vie sociale?” “Quelles questions posez-vous pour mieux comprendre la présentation?”
Instructional tips:
(1) Teachers can suggest that students listen
for various double negative forms so they can respond appropriately in conversations (e.g., “Je ne le vois plus jamais”, “Elle n’a plus aucun argent”, “Il ne boit jamais rien”, “Tu n’as jamais blessé personne”, “ne...pas encore”, “ne...nulle part”, “ne...ni...ni”, “ne...pas...non plus”, “Elle n’a pas aimé ce roman, il ne l’a pas aimé non plus”).
(2) Teachers can direct students to listen for the location of adjectives in noun phrases (e.g., “une première fois”, “une autre belle affaire”, “un bel homme formidable”).
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 detailed steps they can take to improve their listening skills (e.g., suggest what they can do differently in
response to oral feedback from the teacher; evaluate their ability to anticipate what they will hear in various oral texts; list listening strategies in order of effectiveness; after a listening activity, evaluate the effectiveness of their listening strategies and decide which strategy will be most helpful in similar contexts in the future; discuss their challenges recalling information after listening and strategies to address those challenges)
Teacher prompts: “Quel environnement vous mène à mieux écouter?” “Quels sont les obstacles qui vous empêchent de bien comprendre dans certaines situations?”
Instructional tip: Teachers can use the plus-que- parfait and conditionnel passé to prompt students to reflect on their use of listening strategies (e.g., “Quelle stratégie d’écoute aviez-vous utilisée pour comprendre la vidéo?”, “Qu’auriez- vous modifié et pourquoi?”).
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 Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., view historical clips about the French Empire in Africa and Southeast Asia and discuss its enduring cultural influence; extract cultural information from various French African or Asian songs, such as views on a social issue; watch films or video clips depicting family life and concerns in a French-speaking region in Africa or Asia and draw comparisons with those in their own community)
Teacher prompts: “Qu’apprenez-vous des jeunes francophones qui racontent des souvenirs liés à leur environnement personnel?” “De quelle façon discernez-vous les informations culturelles importantes dans un documentaire?”
Instructional tips:
(1) Teachers can ask students to listen for relative pronouns in historical vignettes and can encourage students to use them when comparing cultures (e.g., “C’est ma culture dont je suis fier”, “Voici la chanson dont je parle”, “Écoute celui qui est enregistré”, “celui que j’ai acheté”, “celui dont j’ai parlé”).
(2) Teachers can provide students with informa- tion on the history of communities and cultures in various countries in Africa in which French is spoken, drawing attention to the rich diversity of cultures as well as to social and/or economic issues and the enduring influence of colonization and/or slavery.
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
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