Page 61 - 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. Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, 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 range of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., activate prior knowledge; preview a list of words to listen for; use context and background knowledge to make inferences while listening; take notes while listening to help them recall the information later; use a graphic organizer to help them organize ideas after listening to a text)
Teacher prompts: “Comment le fait de faire
des liens avec tes expériences personnelles t’aide-t-il à comprendre le texte?” “Comment le fait de connaître le sujet du texte t’aide-t-il à prédire le vocabulaire et les détails importants?” “Comment une liste de contrôle peut-elle t’aider à faire ressortir les idées clés d’un texte sonore?”
Instructional tips:
(1) Teachers can provide a daily oral warm-up routine that allows multiple opportunities for students to hear and respond to questions using different tenses and language structures (e.g., “Comment te sens-tu aujourd’hui?”, “Qu’est-ce que tu as fait hier soir?”, “Qu’est-ce que tu as regardé à la télévision?”, “As-tu aimé l’émission? Pourquoi?”, “Qu’est-ce que tu feras ce soir?”).
(2) During a read-aloud, teachers can encour- age students to listen for temporal adverbs, such as “aujourd’hui”, “hier”, and “demain”, and verb tenses, such as passé composé, présent, and futur, to distinguish between past, present, and future events.
(3) Teachers can encourage students to infer the meaning of new and unfamiliar words based on the surrounding words and sentences (e.g., “débuter”: “L’année débute le 1er janvier”), and words in the same family.
A1.2 Demonstrating Understanding: demon- strate an understanding of the purpose and meaning of oral French texts about new and familiar topics, with contextual and visual support (e.g., identify essential information from recorded messages, songs, audio webcasts, and
live presentations; deduce the subjects being taught after hearing excerpts from lessons that include unfamiliar vocabulary; extract key points from an oral text about an environmental issue; compare the information or ideas in two oral texts on the same topic; listen to a dialogue set in an airport and use the context to help them determine the meaning of new words; trace the route to a location in their community while listening to directions; paraphrase an oral text)
Teacher prompts: “Quelles sont les idées princi- pales de cette présentation?” “Que dois-tu faire
LISTENING
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Core French
FSF1D