Page 337 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

A1.3 Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in
a variety of oral media texts in French about a variety of topics (e.g., analyse how the qualities of the narrator’s voice in a public service announcement or commercial influence the audience; check the accuracy of statements heard in a political adver- tisement that are designed to appeal to the audience’s sense of need; identify the social changes advocated in a documentary; evaluate the effectiveness of the presentation of arguments in a documentary about how technology affects the relationship between humans and the environment; analyse conversations during a talk show for possible biases; analyse how the images and spoken message work together in a television advertisement; identify elements, such as types of interactions, interviews, and editing, that distinguish an episode of reality television from a fictional show; analyse the way in which familiar words are used to influence a mass audience in television advertisements)
Teacher prompts: “Comment le ton du locuteur est-il déterminé par le type de message énoncé?” “Comment la culture populaire est-elle visible dans les annonces présentées?” “Jusqu’à quel point le vécu d’un animateur influence-t-il le déroulement d’une entrevue?” “Comment le format de la publicité se conforme-t-il à l’audience prévue?” “Comment une bande sonore dans une annonce publicitaire détermine-t-elle le
ton et l’atmosphère?”
Instructional tip: Teachers can suggest that students use expressions such as “on constate que”, “on découvre que”, “on peut donc établir que” to express the conclusions drawn from their observations.
A2. Listening to Interact
By the end of this course, students will:
A2.1 Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in social interactions and inter- actions about everyday matters (e.g., in group collaboration, listen to others’ ideas before making decisions; affirm and build on the ideas of others in a discussion; practise interactive listening skills when working in pairs, using techniques such as paraphrasing what the other has said, asking for clarification, and clarifying their own ideas when asked)
Teacher prompts: “Quelle serait une réaction convenable pour montrer que vous comprenez ce qu’on présente?” “Comment incluez-vous tous les participants dans la discussion?” “Comment amenez-vous un interlocuteur à clarifier ou à approfondir son point de vue?”
Instructional tip: Teachers can suggest that students ensure comprehension by asking
for clarification using expressions such as “Comment?”, “Si j’ai bien compris...?”, “Tu veux parler de...?”, “Je n’ai pas bien suivi...”.
A2.2 Interacting: respond with understanding to what others say while participating in sustained interactions about a variety of familiar topics and everyday matters, in formal and informal situations (e.g., in a role play, respond to questions relating to familiar topics; share with a partner feelings evoked by a multimedia text; role-play a college entrance interview that includes the oral presentation of a portfolio; after listening to several travel agency promotions, in small groups, discuss the best way to market a trip)
Teacher prompts: “Comment la discussion aide-t-elle à approfondir vos connaissances à propos des sujets écoutés?” “De quelle façon exprimez-vous vos sentiments envers une question soulevée dans les médias?” “Jusqu’à quel point la discussion avec vos pairs influence- t-elle la façon dont vous prenez des décisions?”
Instructional tip: Teachers can direct students’ attention to oral statements that contain two actions in the past, one before the other (e.g., “Hier soir aux nouvelles télévisées, ils ont soulevé la question dont tu m’avais parlé l’autre jour”).
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., think aloud with a peer about strategies they use to monitor their understanding while listening, and processes for retaining the information heard; identify new strategies to improve their listening comprehension; describe to peers the strategies that help them to concentrate during oral presentations)
Teacher prompts: “Que ferez-vous différemment pour mieux écouter la prochaine fois?” “Qu’est-ce qui détermine quelles stratégies vous devez employer pour mieux écouter?” “Que faites-vous pour vous motiver à bien écouter un discours quand vous manquez d’intérêt pour le sujet présenté?” “Que faites-vous pour vous assurer
LISTENING
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French Immersion
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