Page 367 - 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., list ideas about the topic before listening; while listening, take notes on a template developed with peers; use contextual clues to make inferences; after listening, discuss the text with
a peer to confirm that they have both understood the facts presented and to generate questions about aspects needing clarification; paraphrase ideas and ask questions after a presentation to clarify their understanding)
Teacher prompts: “Quelle technique d’antici- pation peut être utile pour comprendre le contexte?” “Comment l’usage d’un gabarit peut-il vous aider à suivre une présentation?” “À quoi sert la comparaison avec un(e) camarade des idées retenues d’un texte audio?” “Comment la familiarité de la forme du document sonore peut-elle vous aider à mieux comprendre?”
Instructional tip: Teachers can model various ways of formulating questions to elicit in-depth responses from a speaker.
A1.2 Demonstrating Understanding: demon- strate an understanding of oral French texts about a variety of topics, including challenging texts, with contextual and visual support (e.g., predict future outcomes based on a news report about a current issue; articulate an opinion after
hearing a documentary or newscast about a global issue; enumerate the different points of view heard in a class discussion; reiterate interesting facts heard in a travel podcast; create a brochure based on a speaker’s presentation about bilingual career options; create a flyer for a new student summarizing the information heard in a grade-level assembly about the French Immersion program; view a muted video of a political debate and identify the messages conveyed by body language and facial expressions)
Teacher prompts: “De quelle façon le point de vue peut-il influencer la façon dont un événement est présenté dans les nouvelles?” “De quelle façon le message d’un interlocuteur peut-il changer selon sa perspective?” “Comment le langage non verbal de chaque interlocuteur dans le débat montre-t-il son point de vue?”
Instructional tip: Teachers can suggest that students listen for and record words and expressions that introduce a difference of opinion and highlight the points being made in an argument (e.g., “tout d’abord”, “ensuite”, “en premier lieu”, “en second lieu”, “d’une part”, “d’autre part”, “par ailleurs”, “il faut tenir compte de”, “on ne doit pas oublier”,
“de plus”, “en outre”, “comme tu le sais”,
“tu ne peux nier que”).
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., assess how well the songs in a film soundtrack support the plot and images;
LISTENING
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French Immersion
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