Page 323 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

d’argent, j’ouvrirais un compte”, “Si j’étais parti plus tôt, je ne serais pas arrivé en retard à mon rendez-vous à la banque”).
(2) Teachers can suggest that students use adjectives followed by prepositions (e.g., “être heureux de”, “sûr de”, “prêt à”, “confiant en”, “remarquable par”) while conversing with peers.
(3) Teachers can ask students to participate in a “triangle debate” to discuss a literary text.
A2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after listening; (b) evaluate their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., assess the strategies they use to monitor their understanding of a speech on a particular topic or an animated discussion between two of their peers; after a listening task, reflect on what they did and did not understand and how they could address areas in need of improvement; assess how well they use various interaction strategies when participating in debates; reflect on their progress in listening and discuss strengths and challenges with peers)
Teacher prompts: “De quelles stratégies vous servez-vous pour maintenir votre propre intérêt pendant l’écoute?” “Comment expliquez-vous l’influence de vos connaissances et de vos expériences antérieures sur la réussite de la compréhension de l’oral?” “Comment vérifiez- vous que les stratégies utilisées ont été efficaces?”
Instructional tips:
(1) Teachers can direct students to situate actions in a relative time frame by using “avant de” or “en attendant de” with the infinitif as they plan steps they can take to improve their listening.
(2) Teachers can encourage students to discuss their next steps using “je compte”, “je pense bien”, or “j’ai prévu de” with the infinitif.
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 worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to a biography of a French-speaking playwright and explain how his or her work reflects his or her background and philosophy; using various oral texts as sources,
compare various aspects of the colonial history of overseas collectivities of France, such as Saint Pierre and Miquelon, French Polynesia, and Saint Martin, with that of New France; explore cultures represented in different French-language films and compare them to their own culture; listen to a song that combines French and another language, such as songs by Nicolas Ciccone or Samian, and describe how this combination affects its message)
Teacher prompts: “Dans quelle mesure les aspects de la culture française présentés sont-ils semblables aux vôtres?” “Comment les paroles d’une chanson pourraient-elles rapprocher différentes cultures?”
Instructional tip: Teachers can ask students to pay particular attention to the order of pronouns in song lyrics (e.g., “Moi, je m’en souviens et je le lui dis souvent”, “Toi, tu ne t’en rappelles pas?”).
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., identify and explain colloquial idioms or expressions from different French-speaking communities; identify ways in which humour is used to convey messages in media texts from different French-speaking regions; compare the formal and informal expres- sions heard in a conversation)
Teacher prompts: “Quelle stratégie utiliserez-vous pour apprécier l’humour dans un film ou une pièce de théâtre?” “Comment l’humour peut-il changer la perception d’un message?” “À quoi servent les expressions idiomatiques dans les langues?”
Instructional tip: Teachers can point out some linguistic markers of different French-speaking communities, such as vocabulary (e.g., Canadian “magasiner” vs European “faire des courses”), pronunciation, and body language.
LISTENING
321
French Immersion
FIF3U