Page 76 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
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.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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., clarify the purpose for listening; before listening to a text, make predictions based on the topic and illustrations provided; listen to
a text multiple times to monitor and repair com- prehension; make connections to background knowledge and personal experiences; identify cognates and familiar words; focus on the main idea, key information, and supporting details while listening to a text; record notes while listening to help them summarize information afterwards)
Teacher prompts: “Comment est-ce que tu devines le sens d’un message sans comprendre tous les mots?” “Quels sont les mots apparentés qui t’aident à comprendre le message?” “Pourquoi penses-tu que c’est important d’écrire des notes en écoutant un texte?”
Instructional tips:
(1) Teachers can ask students to listen for “il y a” and “c’est” in a dialogue to enhance their understanding of differences in their use (e.g., “Il y a un bon film à la télévision”, “Il n’y a pas de problème”, “C’est un film intéressant”, “Ce n’est pas gentil de bavarder pendant le visionnage”).
(2) To help students enhance their comprehen- sion, teachers can provide lists of true or semi-true cognates spelled, although not
pronounced, identically in French and English (e.g., “une nation”, “un festival”, “des saluta- tions”, “impulsive”, “verbal”, “admire”).
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., extract key ideas and new vocabulary from recorded messages, songs, or audio webcasts; identify relevant information in an oral description related to personal interests; identify common phrases in dialogues; follow oral instructions to perform a sequence of tasks; restate the principal message of an audio text in their own words; dramatize the events described in a text after listening; listen to a dialogue set in a restaurant and use the context to help them determine the meaning of new words; write down on an exit ticket three things they learned during a presentation; transform the information into a new form, such
as a poster, brochure, or electronic text, to confirm understanding of the message)
Teacher prompts: “Quel est le message principal du texte? Quel symbole peut représenter ce message?” “Quel est le point de vue de l’individu qui parle? Comment le sais-tu?”
Instructional tips:
(1) Teachers can encourage students to listen for temporal adverbs (e.g., “avant”, “après”, “premièrement”) in instructions to help them perform elements of a task in the right order.
(2) Teachers can ask students to listen for
and record sentences that request information, to help them understand different ways of
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
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