Page 351 - 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., share information about the topic with classmates before listening; note key ideas and organize notes after listening to various texts expressing different points of view on a topic; formulate questions to elicit further information from a speaker; draw conclusions based on the information stated in the oral text, inferences made while listening, and prior knowledge and experience)
Teacher prompts: “Comment vous préparez- vous pour visionner un documentaire ou un reportage?” “Qu’est-ce qui pourrait vous aider à ne pas perdre le fil de l’histoire lorsque vous écoutez un document sonore?” “À quoi sert un organigramme à l’écoute?”
Instructional tip: When discussing listening strategies, teachers can model the combination of demonstrative and relative pronouns for emphasis, such as “c’est...qui”, “c’est...pour laquelle”.
A1.2 Demonstrating Understanding: demon- strate an understanding of oral French texts about a wide variety of topics, including literary texts and challenging or specialized texts (e.g., identify and explain contradictions, factual errors, and bias heard in a political debate; synthesize information presented in a documentary on financial
planning; articulate their opinion after hearing
a news report or an interview on a social issue; extract the key ideas from a documentary by a conservationist such as Philippe Cousteau; sum- marize the information provided in a presentation for Grade 12 students who are interested in pursuing their studies at bilingual universities in Canada; describe the events in a scene heard from a novel or play; explain how the information in a presentation builds on or contradicts their prior knowledge; after watching films about writers associated with French literary movements, such as le classicisme or le romantisme, identify the main characteristics of these movements)
Teacher prompts: “Comment les politiciens utilisent-ils différents types de figure de style pour persuader leurs audiences de voir leurs points de vue?” “Comment vos perceptions antérieures d’une destination/institution post- secondaires peuvent-elles influencer la façon dont vous écoutez une présentation au sujet des options postsecondaires?” “La manière de filmer donne-t-elle des indices sur la suite de l’histoire? Expliquez.”
Instructional tips:
(1) Teachers can use a “four corners” strategy to stimulate critical thinking and encourage students to develop personal opinions about the theme of a literary text they have listened to.
(2) Teachers can suggest that students use impersonal constructions followed by the indicatif (e.g., “il est évident que”, “il est probable que”, “il est certain que”, “penser que”, “croire que”) and impersonal constructions followed by the
LISTENING
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French Immersion
FIF4U