Page 92 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
the different forms of nouns, verbs, and adjectives (e.g., “J’ai... ans”, “Je suis une fille unique, grande et active”, “J’aime...”, “Je n’aime pas...”).
(3) Teachers can instruct students to listen for words such as “d’abord”, “puis”, “ensuite”, and “finalement” in a set of instructions and to apply them when drawing a timeline indicating the order in which the steps of a task are to be completed.
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 interactions and interactions about everyday matters (e.g., use culturally appropriate body language and eye contact when listening during a discussion; express engagement by asking questions and sharing constructive comments; make connections to personal experiences when responding to a statement; visualize aspects of the message, event, or situation under discussion to help them determine the meaning of a statement)
Teacher prompts: “Comment vas-tu formuler
ta question pour confirmer ta compréhension?” “Que fais-tu quand tu n’es pas d’accord avec les opinions exprimées par d’autres lors d’une conversation?”
Instructional tips:
(1) Teachers can suggest that students note key words heard during a conversation and use them when contributing their own thoughts and opinions.
(2) Teachers can suggest that students write comments and questions arising from a peer’s presentation to use in a follow-up discussion.
A2.2 Interacting: respond with understanding to what others say while participating in a variety of structured and guided interactions about everyday matters and matters of personal interest (e.g., determine with a partner appropriate answers to questions heard; listen to a description of the benefits of extracurricular activities and discuss
them in pairs or small groups; respond to oral questions about personal preferences and interests such as shopping; interview a classmate and share selected aspects of the interview with a larger group)
Teacher prompts: “Comment organises-tu les informations que tu entends?” “Pourquoi est-ce que c’est important d’entendre toutes sortes de réponses aux questions avant de présenter
un ami?” “Comment est-ce que les opinions des autres t’aident à mieux participer à une discussion en petit groupe?” “Pourquoi préfères-tu cette marque de vêtements?”
Instructional tips:
(1) Teachers can suggest that, while listening to questions about personal preferences and interests, students collaboratively create a T-chart listing interrogative words and expres- sions (e.g., “qui”, “qu’est-ce que”, “quand”, “où”, “comment”, “pourquoi”) and the type of response that each elicits.
(2) Teachers can suggest that students listen to a partner’s opinion regarding the benefits of various extracurricular activities, and make a list of their partner’s favourite activities and the benefits he or she derives from them (e.g., “faire des amis”, “créer de nouveaux liens”, “développer la créativité”).
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., discuss how anticipating possible themes, words, and expressions helped with comprehension; describe how listening to intonation, watching gestures, and identifying words and phrases used in English supports comprehension)
Teacher prompts: “Comment vérifies-tu ta compréhension quand tu écoutes?” “Comment le fait d’observer une personne qui écoute attentivement te permet-il d’acquérir une nouvelle stratégie?” “Quels indices dans le comportement non verbal d’une personne qui parle sont efficaces pour t’aider à comprendre les idées clés?”
Instructional tip: Teachers can encourage students to determine which strategies best help them to understand what someone is saying (e.g., asking the speaker to repeat
a sentence or to speak more slowly).
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 Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to a text about a specific French-speaking region in eastern, western, or
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