Page 321 - 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. 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.
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 a listening task, prepare a template including headings for the subject, vocabulary, and key points to help them take informed notes; use knowledge of oral text forms
to make predictions about the content to be heard; while listening, continually evaluate their under- standing of the material and its main ideas; identify any information that is still unclear after listening; make connections to personal knowledge and experiences)
Teacher prompts: “Comment l’écoute ciblée vous aide-t-elle à bien comprendre le document sonore?” “Comment pouvez-vous tirer les informations importantes à l’écoute?” “Comment l’écoute dans un échange face à face est-elle différente de celle qui se fait dans la réception orale de présentations, d’émissions, ou de discours?” “Pourquoi est-il important de vérifier constamment sa compréhension pendant l’écoute?”
Instructional tips:
(1) Teachers can ask students to listen for conjunctions that are followed by the subjonctif présent or subjonctif passé (e.g., “pour que”, “afin que”, “bien que”, “quoique”, “malgré que”).
(2) Teachers can encourage students to use both direct and indirect discourse when recounting
what they have heard (e.g., “Elle a dit : ‘Tu dois visualiser et faire des inférences quand tu écoutes’”, “Elle a dit qu’on devait visualiser
et faire des inférences quand on écoutait”).
A1.2 Demonstrating Understanding: demon- strate an understanding of oral French texts about a variety of topics, including literary and other challenging texts (e.g., identify ways in which environmental changes can affect human and/or ecosystem health after viewing a documen- tary on the subject; dramatize a movie scene viewed in class; identify the evidence in an oral text that supports its central claim; listen to a dramatic scene in a play and choose music to accompany and add atmosphere to it; listen to media texts about different groups, such as special interest groups or ethno-cultural groups, and identify
some of their views about citizenship rights and responsibilities; after listening to a chapter from a French novel, discuss its images, stylistic elements, and vocabulary with a partner; evaluate the points heard in a political debate)
Teacher prompts: “Quelle démarche utilisez-vous pour trouver le sens du message?” “Jusqu’à quel point le décor d’une scène et la musique l’accompagnant clarifient-ils la compréhension du message et du thème de la pièce de théâtre?” “Quelles techniques vous aident à distinguer les faits des opinions dans un discours politique?” “Est-ce que le rôle de la métaphore est le même que celui de la comparaison? Justifiez votre réponse.”
Instructional tips:
(1) Teachers can encourage students to use context to identify the difference between
LISTENING
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