Page 63 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

d’écoute?” “Quelles stratégies t’aident à mieux te rappeler les points importants?” “Quelles questions te poses-tu pour vérifier que tu as bien compris le message?” “Quelles autres stratégies aimerais-tu essayer (p. ex., aspects réussis, pistes d’amélioration, moyens à adopter)? Pourquoi?”
Instructional tips:
(1) Teachers can clarify the learning goals and help students understand the success criteria related to students’ use of context and back- ground knowledge to make inferences while listening.
(2) Teachers can suggest that students use a checklist to track ways in which they use effective listening practices and that they review the list when reflecting on their listening strengths and areas in need of improvement.
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 in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to commercials promoting the same product in different French- speaking communities in Africa or Asia, and identify specific differences; listen to various media clips describing family habits or teens’ hopes and dreams, issues, and concerns in a French-speaking region, and draw comparisons with their own families; listen to music that would be heard at cultural festivals in French-speaking Africa or Asia, and compare it to the music played at a festival in
their own community)
Teacher prompts: “Comment les différentes communautés sont-elles représentées à travers la musique?” “Comment pourrais-tu comparer ta communauté à une communauté francophone en écoutant une émission de télévision régionale?”
Instructional tips:
(1) Teachers can encourage students to listen for the use of future tenses (e.g., futur simple, futur proche) in a video in which young French speakers from around the world discuss their hopes and dreams for the future.
(2) Teachers can ask students to listen for and list verbs in the présent commonly used to
express thoughts and feelings (e.g., “croire”, “penser”, “espérer”) and can encourage them to use these verbs when discussing their own and other communities.
A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding
of sociolinguistic conventions used in a variety of situations in diverse French-speaking commun- ities* (e.g., identify variations in pronunciation and dialect; determine the context based on the speaker’s use of formal or informal language registers; describe the messages conveyed by the language used in relation to gender in popular music; identify politeness conventions and forms of impoliteness; manage situations of intercultural misunderstandings and conflict; listen for and identify examples of borrowed words used in different French-speaking communities)
Teacher prompts: “Quelles stratégies d’écoute te permettent d’identifier les différentes pronon- ciations entendues entre deux personnes qui parlent français?” “Pourquoi la salutation que tu choisis est-elle importante lorsque tu rencontres quelqu’un pour la première fois?” “Dans quelle situation peut-on utiliser les expressions : ‘À tout à l’heure’, ‘À tout de suite’, ‘À plus tard’, ‘À bientôt’, ‘À la prochaine’?”
Instructional tip: Teachers can have students listen for and identify various expressions
of politeness (e.g., “Je vous en prie”, “Pas de quoi/De rien”, “Cela me fait plaisir”, “Tous mes vœux de bonheur!”, “Je suis content pour toi”, “Toutes mes félicitations!”, “Ce n’est pas grave”, “Ça m’est égal”, “Excusez-moi,
je suis en retard”, “Je m’excuse infiniment”, “Je suis désolé”, “C’est dommage!”, “Quel dommage!”).
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Africa and Asia) but are not expected to do so.
LISTENING
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Core French
FSF1D