Page 353 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

and the conditionnel passé and use them when responding to or disagreeing respectfully with peers (e.g., “J’aimerais savoir...”, “J’aurais préféré une autre option...”).
A2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after listening; (b) demonstrate insight into their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., compile a personal repertoire of listening strategies that they have used successfully; discuss the effect- iveness of paraphrasing as a listening strategy; identify which strategy best helps them to recall prior knowledge before and while listening)
Teacher prompts: “De quelle façon la paraphrase facilite-t-elle la compréhension globale d’un sujet?” “Comment l’anticipation du contenu d’une présentation en utilisant des indices fournis par l’interlocuteur a-t-elle influencé votre façon d’écouter?” “Comment vous débrouillez-vous quand vous ne comprenez pas une idée dans une présentation orale?”
Instructional tips:
(1) Teachers can encourage students to use causative constructions when discussing their learning processes (e.g., “Cela m’a fait penser à...”, “L’interlocuteur m’a fait croire que...”).
(2) Teachers can instruct students to use the infinitif passé when expressing their experiences with specific strategies (e.g., “Après avoir utilisé cette stratégie, je pense...”, “C’est après m’être fait aider par un camarade que j’ai réussi à...”).
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 plays from different French-speaking regions and explain how they reflect the societies in which they were written; analyse similarities and differences in the ways
in which comedy shows from French-speaking communities around the world and from their own community address particular issues or themes; watch a documentary about photography in different French-speaking regions to determine whether particular subjects, constructions, and/or technical approaches characterize the photographs from these communities)
Teacher prompts: “Comment la comparaison
de documents sonores de diverses cultures peut-elle mener à une meilleure compréhension de votre propre culture?” “Comment les problèmes de la société sont-ils représentés
au théâtre?” “Existe-t-il une photographie francophone? Expliquez votre réponse.”
Instructional tip: Teachers can encourage students to listen for demonstrative pronouns and to use them when making comparisons (e.g., “Dans cette région on s’intéresse beaucoup aux sports, mais dans celle-là on s’intéresse plutôt aux arts”).
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 regional or social variations in pronunciation and dialect while listening to oral texts; explain why the language, whether familiar, colloquial, or formal, in various oral texts is appropriate to the context; identify ways in which farce is used to convey messages in a play or film from a French- speaking region)
Teacher prompts: “Pourquoi le français diffère-t-il d’une région francophone à une autre?” “À quoi sert la farce dans les pièces de théâtre ou les films?” “Pourquoi la plupart des farces étaient- elles issues de la tradition orale?”
Instructional tip: Teachers can encourage students to listen for various kinds of expressions in plays, songs, fables, poetry, and/or folktales from diverse French-speaking communities (e.g., idiomatic expressions: “coûter les yeux de la tête” means “coûter très cher” [very expensive]; familiar expressions: “au petit bonheur la chance” means “à l’aventure” or “au hasard” [by chance]; popular expressions: “faire le pont” means “ne pas travailler entre deux jours fériés” [to take
a long weekend]).
LISTENING
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French Immersion
FIF4U