Page 352 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
subjonctif (e.g., “il me semble que”, “pensez-vous que”, “il n’est pas certain que”, “je ne crois pas que”) when discussing the validity of information they have heard in presentations.
(3) Teachers can direct students’ attention to rhetoric that can be used to disguise insufficient evidence, such as generalizations with “tous”, “personne”, “toujours”, or “jamais” (e.g., “Tous les politiciens sont des menteurs : personne ne les croit”).
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 wide variety of topics (e.g., assess a series of public service announcements on the same topic to determine and explain which is most effective; verify the accuracy of information presented in a news report; compare the organization, entertaining qualities, and per- suasive techniques in the coverage of an election campaign on two television channels; view a movie trailer for a film they have already seen and analyse how it portrays the events of the film; listen to commercials from different eras for the same product to compare and contrast the implicit social values they reflect; listen to media coverage of a global event from various regions, including Canada, and explain how the reports reveal the interests and values of each region)
Teacher prompts: “Quel élément dans cette publicité influence votre réaction au message? Pourquoi?” “Comment pouvez-vous vérifier si les informations présentées dans les nouvelles sont correctes?” “Comment un réalisateur d’un film vous incite-t-il à voir le film dans une bande-annonce?” “Comment le message, la voix, le choix de vocabulaire ont-ils changé à travers les derniers 50 ans?”
Instructional tip: Teachers can suggest that students listen for and use the passé composé, the imparfait, and the plus-que-parfait, as appropriate, in their discussions of the evolution of media techniques over the past few decades.
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 academic and social interactions (e.g., paraphrase others’ arguments to ensure
that they have understood them before proposing solutions to a problem; ask questions to extend their understanding of an issue; use verbal and
non-verbal cues from a speaker to support their understanding of his or her argument; express agreement or disagreement with ideas of others in a discussion; when participating in a discussion or debate, make note of the speaker’s tone – sarcastic, humorous, or angry – to help them infer his or her message)
Teacher prompts: “Comment amenez-vous l’interlocuteur à faire une concession?” “Quels indices vous montrent que le locuteur a com- plété sa pensée?” “Comment ajoute-t-on une idée différente ou opposée aux opinions de l’autre lors d’un partage d’idées?” “Comment la formulation des questions peut-elle aider son interlocuteur à comprendre le message?”
Instructional tips:
(1) Teachers can suggest that students listen for and use the futur antérieur when working with their peers (e.g., “Aussitôt qu’on l’aura compris, on le fera”, “Vendredi on présentera le travail que tu auras fait pendant la semaine”).
(2) Teachers can encourage students to agree
or disagree with peers, using expressions such as “de même”, “même si”, “quand même”, “pourtant”, “cependant”, “toutefois”, “tandis que”, “néanmoins”, “par contre”, “malgré”, “au lieu de”, “contrairement à” (e.g., “Contrairement à ce que tu as dit tout à l’heure, je crois que le comité de la graduation fait du bon travail parce que...”).
A2.2 Interacting: respond with understanding to what others say while participating in sustained interactions about a wide variety of topics, including literary and challenging or specialized topics, in formal and informal situations (e.g., listen to representatives from different universities discuss their bilingual programs and scholarships, and then ask questions for clarification; discuss with classmates their future options, such as beginning postsecondary studies, working, or travelling; debate the impact of gender stereotyping in sports or fashion; role-play how to respectfully respond to aggressive clients in a customer service scenario)
Teacher prompts: “Quelles stratégies vous aident à prioriser vos choix postsecondaires?” “Comment pouvez-vous écouter soigneusement le point de vue de quelqu’un même si vous n’êtes pas d’accord avec ce qu’il ou elle dit?” “Comment pouvez-vous réfuter respectueusement un argument lors d’un débat?” “Comment la compréhension des points de vue de plusieurs personnes peut-elle mener à une compréhension plus globale d’un problème?”
Instructional tip: Teachers can request that students listen for the conditionnel présent
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