Page 117 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

to help give another speaker confidence during group work; alternate listening and speaking; ask a speaker to slow down)
Teacher prompts: “What kinds of visual cues might you use to indicate agreement or lack of understanding during an interaction?” “How can you show that you are listening with interest? Give some specific examples.”
A2.2 Interacting: respond with understanding
to what others say while participating in brief, structured interactions in the target language about themselves, family, friends, and their immediate environment, with contextual and visual support (e.g., in pairs and small groups, answer questions on familiar topics; offer additional ideas in response to a peer’s plan for a waste-free lunch; use information a peer has provided in an interview to introduce him or her to a group; with a peer, role-play an interaction about shopping for electronics; agree or disagree with a partner verbally and non-verbally in a conversation about a new technology they have used; agree or disagree with a partner on which of two or more items to buy at a supermarket, based on a prescribed budget, and justify their choice)
Teacher prompts: “What questions can you ask to be sure that you understand your peer as you share information with each other?” “As you prepare for the role play, think about the questions you might have to answer when either making a purchase or working in an electronics store. What key phrases will you listen for to respond correctly?”
A2.3 Metacognition:
(a) describe some 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., plan to keep a journal of helpful listening strategies
for future reference; plan to act on feedback from
a peer in order to self-monitor listening compre- hension; describe steps they can take to become more engaged listeners; identify and describe listening strategies that helped them interact effect- ively during a class discussion; identify strategies that help them assess their comprehension after a listening task; identify distractions or other factors that might impede their listening comprehension, and describe some ways to minimize those factors)
Teacher prompt: “How might you check to be sure you understand what you have heard? What questions can you ask yourself?”
A3. Intercultural Understanding
By the end of this course, students will:
A3.1 Intercultural Awareness: using information from oral texts in the target language, identify communities where the target language is spoken, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., on
a map of Ontario, Canada, or the world, locate communities where the target language is spoken after listening to directions or to audio-visual
sources of information; listen to audio or audio- visual media and identify information indicating the status of the target language in Canada, such as the number of people who speak it as their first language; listen to a peer’s description of a holiday or cultural event in a target-language community and relate it to an event in their own community; identify and share the main theme of a target- language play; listen to a media clip describing family customs in a target-language community and make connections to their own family customs; estimate the salaries of various employees in a target-language community after listening to
a description of their job responsibilities and comparing them to similar jobs in the Ontario workplace)
Teacher prompt: “When you heard your peer describe a tradition in the target-language community, how did it remind you of one of your own traditions? What were some of the similarities?”
A3.2 Awareness of Sociolinguistic Conventions: using information from oral texts in the target language, identify and demonstrate an under- standing of sociolinguistic conventions used in a variety of situations in diverse communities where the target language is spoken (e.g., infer the social context from a speaker’s use of formal or informal forms of address; identify expressions of courtesy such as greetings and farewells; identify common target-language expressions and compare them to similar expressions in English, French,
or their first language; compare the body language of speakers engaged in the same kind of social interaction in a target-language community and their own community; after listening to a dialogue, identify various ways to express gratitude)
Teacher prompt: “What new expressions have you heard target-language speakers use that you can add to your vocabulary list? What are some similar expressions in English, French, or your first language?”
LISTENING
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International Languages
LBABD – LDYBD