Page 116 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 1, Academic
A1. Listening to Understand: determine meaning in a variety of oral texts in the target language, using a range of listening strategies;
A2. Listening to Interact: interpret messages accurately while interacting in the target language for a variety of purposes and with diverse audiences;
A3. Intercultural Understanding: demonstrate an understanding of information in oral texts in the target language about aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of sociolinguistic conventions in the target language used in a variety of situations and communities.
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
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 simple oral texts in the target language (e.g., brainstorm about the topic before a listening
task to make connections to prior knowledge and personal experiences; make and verify predictions about the content of a song or of a poem or story read aloud to confirm understanding; use visual and contextual cues to aid comprehension while viewing a multimedia text or a target-language play; use a teacher-prepared checklist to identify key ideas while listening; identify cognates and familiar words and phrases to help them interpret a speaker’s message; ask questions to clarify or
confirm important details after listening to a text)
Teacher prompts: “Before beginning this listening task, think about what you already know about the topic. List your ideas in a graphic organizer of your choice, such as a K-W-L chart.” “Think about visual or contextual cues that helped you understand what you heard during the play. What gestures, for example, did the actors make that explained a new word or expression?”
A1.2 Demonstrating Understanding: demon- strate an understanding of the purpose and meaning of oral texts in the target language that contain information about matters of personal interest and familiar topics, with contextual and
visual support (e.g., follow oral directions to find a specific classroom object; identify the main message of, and new vocabulary in, a dialogue, a song, or an audio webcast; summarize key information in
a brief oral report about technology use in schools, using words, pictures, or actions; identify vocabulary related to time, days, months, and numbers in
a recorded message about train schedules, and classify it using a graphic organizer; determine
the meaning of new words in a dramatization of an authentic conversation in a restaurant; identify the cost of an item for sale at a market or store)
Teacher prompts: “As you listen to this report, think of symbols or actions that can represent its key ideas. What images best communicate the message?” “Listen closely to the details in this recorded message. How can you organize them by time, date, and number?” “What new words did you hear in the conversation?”
A2. Listening to Interact
By the end of this course, students will:
A2.1 Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in structured interactions in the target language (e.g., use and respond to visual cues such as nodding, head shaking, and facial expressions indicating agreement or lack of under- standing; acknowledge and build on the ideas of others in paired and small-group exchanges on familiar topics; use vocal prompts to signal interest during a discussion; use respectful body language
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
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