Page 336 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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.
Grade 11, Open
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 comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., recall prior knowledge about the different forms, language structures, and vocabulary that are used to distinguish between fact and opinion; select a graphic organizer before a listening task and use it to record and organize their thoughts while listening; research vocabulary or language conventions needed to understand the message of an oral text)
Teacher prompts: “Quels outils pourriez-vous utiliser pour organiser vos idées pendant un exercice d’écoute?” “Quelles sont les conditions qui vous mènent à maîtriser vos capacités d’écoute?” “Comment l’observation des indices non verbaux (images, gestes, expressions, pauses) ajoute-t-elle à l’a compréhension du message?”
Instructional tips:
(1) Teachers can encourage students to listen carefully for vocabulary and language structures that can help them distinguish between facts and opinions.
(2) Teachers can suggest that students pay attention to a speaker’s tone of voice and body language for insight into his or her feelings.
A1.2 Demonstrating Understanding: demon- strate an understanding of oral French texts about a variety of topics, including long texts, with contextual and visual support (e.g., identify key phrases in a train station, airport, or in-flight announcement; listen to a job description and list the skill set that the employer requires; identify the essential vocabulary, expressions, and non-verbal cues in a music video; listen to the opinions of peers and incorporate them into a persuasive text or a rebuttal; view videos to identify and describe examples of Canadian music, visual art, drama, or dance that reflect the natural or cultural landscape; deduce the subjects being taught after listening to oral excerpts from lessons that include unfamiliar vocabulary; listen to an old interview or news report and explain how information or technology available today dates or contradicts it)
Teacher prompts: “Quels éléments vous aident à choisir les détails pertinents d’un message?” “Quels éléments rendent une présentation efficace et facile à écouter?” “Jusqu’à quel point les images dans une vidéo de musique clarifient/obscurcissent-elles la compréhension du message et du thème de la chanson?” “Comment les émotions sont-elles évoquées par les paroles de la chanson?” “Selon toi, pourquoi est-il important d’écouter différents entretiens?”
Instructional tip: Teachers and students can work together to orally edit an error-riddled humorous narrative, focusing on the agreement of pronouns with their antecedents in number, gender, person, and case.
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
334