Page 306 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Applied
A1. ListeningtoUnderstand:determinemeaninginavarietyofauthenticandadaptedoralFrenchtexts, 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.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
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 com- prehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., before listening, identify the purpose of and set personal goals with respect to
a listening task; anticipate what might be heard based on clues such as the title of a presentation or accompanying images; use graphic organizers to help them identify relationships between concepts in the information they have heard; note key ideas during and after listening to a text; use context and background knowledge to make inferences; practise active listening by paraphrasing, clarifying, asking questions, responding, and commenting after peer presentations)
Teacher prompts: “Pourquoi est-il important de fixer les objectifs de l’écoute?” “Comment peut-on améliorer notre compréhension de l’orale?” “Comment une liste de contrôle peut-elle vous aider à faire ressortir les idées clés des textes entendus sur le même sujet?”
Instructional tips:
(1) Teachers can help students activate their prior knowledge before listening so they can relate new material heard to what they already know.
(2) Teachers can supplement new oral texts with figures, illustrations, and/or photographs to support students’ understanding of these texts.
(3) Teachers can suggest that students listen
for linking words used to highlight explanations or affirmations (e.g., “en effet”, “c’est que”, “c’est- à-dire”, “en fait”, “d’ailleurs”, “notamment”, “ceci ressemble à”, “à vrai dire”, “en réalité”).
A1.2 Demonstrating Understanding: demon- strate an understanding of oral French texts about everyday matters and familiar topics, with contextual and visual support (e.g., listen to recorded job interviews and determine the most suitable candidate; match audio clips from films with their respective titles; extract detailed infor- mation from a radio or television advertisement; listen to a partial conversation and predict what will come next; dramatize the emotions of a character as a peer reads a scene from a play; follow oral directions to complete a technical procedure; use
a graphic organizer to help them summarize the contents of a podcast; provide constructive feedback after peer presentations)
Teacher prompts: “Après avoir entendu des interviews d’emploi, quel candidat recom- mandez-vous pour l’entreprise et pourquoi?” “Qu’est-ce qui vous aide à deviner la suite d’une conversation?” “Comment devinez-vous ce que vous ne connaissez pas pour suivre des instructions?”
Instructional tips:
(1) Teachers can suggest that students listen
for expressions related to relative time and frequency to help them understand sequence (e.g., “avant-hier”, “hier”, “aujourd’hui”, “maintenant”, “demain”, “après-demain”, “la veille de”, “le lendemain”, “la semaine/l’année
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
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