Page 62 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
avec l’information présentée dans le message téléphonique?” “Comment peux-tu montrer ta compréhension?”
Instructional tips:
(1) Teachers can suggest that students listen
for linking words (e.g., “premièrement”, “avant tout”, “mais”, “cependant”, “pourtant”, “malgré”, “tandis que”) and identify how they highlight or delineate the relationships among key ideas.
(2) Teachers can encourage students to listen for specific information, vocabulary, and expressions related to part-time work (e.g., “gardienne d’enfants”, “livreur de journaux”, “caissier”, “responsable”, “intuitif”, “débrouillard”, “honnête”, “disponible”, “emploi à temps partiel”, “prendre en charge”, “mettre à jour les fichiers”) to develop their understanding of the responsibilities of and qualifications for jobs.
A2. Listening to Interact
By the end of this course, students will:
A2.1 Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in structured and guided social and academic interactions (e.g., use culturally appropriate body language and eye contact when listening during
a discussion; take turns speaking and avoid inter- rupting others during an informal discussion
or debate; clarify and confirm the messages in a presentation by commenting and asking questions afterwards; express interest during a discussion with peers; use think-pair-share sessions to discuss new topics with a peer; respond to directions by action, writing a note, or drawing on a map)
Teacher prompts: “Pourquoi dois-tu regarder tes auditeurs dans les yeux?” “Qu’est-ce qui t’aide à poser des questions pertinentes pendant une conversation ou après une présentation?” “Comment peux-tu mieux participer à la discussion?” “Qu’est-ce qui t’aide à anticiper les réponses des autres pendant une conversation?”
Instructional tip: Teachers can encourage students to work in pairs, with one student formulating questions related to the answers provided by his or her partner (e.g., “Lait”: “Comment s’appelle le liquide produit par les vaches?”, “Quelle est la boisson que les enfants prennent souvent avec leur collation?”, “Quel est l’alimentation indispensable pour les bébés?”).
A2.2 Interacting: respond with understanding to what others say while participating in a variety of structured and guided interactions about new and familiar topics, in formal and informal situations (e.g., formulate questions in response
to a peer’s statements about personal information, interests, and/or experiences; participate in paired and small-group conversations on familiar topics,
such as healthy eating or environmental issues in their community; respond to statements and questions of others during a role play; share with a partner feelings evoked when listening to a multimedia text; provide constructive feedback during a peer conference)
Teacher prompts: “Quelles questions peux-tu poser afin de prolonger une discussion?” “Comment intègres-tu les mots employés par ton partenaire dans tes commentaires pour lui fournir une rétroaction appropriée?” “Quelles informations t’aident à former une opinion pendant une discussion?”
Instructional tips:
(1) Teachers can suggest that students listening to a dialogue identify commonly used verbs (e.g., “venir”, “aller”, “mettre”, “savoir”, “voir”, “prendre”) and reflexive verbs (e.g., “se lever”, “se brosser”, “s’habiller”) and the contexts in which they are used (e.g., “Je vais au cinéma, tu viens?”, “Je me réveille tôt le matin, et toi,
à quelle heure te réveilles-tu?”).
(2) Teachers can review a variety of negative forms (e.g., “ne...jamais”, “ne...plus”, “ne... rien”, “ne...personne”) and encourage students to use them to respond appropriately in their interactions.
(3) Teacher can encourage social interaction by providing opportunities for students to react to and express themselves on familiar topics (e.g., pairs of students could describe their bedrooms to each other, using expressions such as “par terre”, “sur le mur”, “contre le mur”, “sur le meuble”, “sous un meuble”, “dans l’armoire”, “sur l’étagère”, “derrière le lit”).
A2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after listening;
(b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., identify practices that helped them to understand and
allowed them to interact more effectively during a discussion; determine next steps after assessing the effectiveness of the listening strategies they use most often)
Teacher prompts: “Quelles stratégies t’aident à bien t’organiser avant et pendant l’exercice
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