Page 118 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 1, Academic
B1. Speaking to Communicate: communicate information and ideas orally in the target language, using a range of speaking strategies, appropriate language structures, and level-appropriate language suited to the purpose and audience;
B2. Speaking to Interact: participate in spoken interactions in the target language for a variety of purposes and with diverse audiences;
B3. Intercultural Understanding: in their spoken communications in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations.
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
By the end of this course, students will:
B1.1 Using Oral Communication Strategies: identify a range of speaking strategies and
use them to express themselves clearly and coherently in the target language for various purposes and to a variety of audiences (e.g., identify and/or clarify the purpose for speaking; when planning an oral presentation, use a template to outline key information and supporting details associated with their topic; use body language and physical proximity to connect with their audience; adjust speaking pace to hold a listener’s attention; use visual aids to support an oral presentation; use modelled or familiar sentence patterns and vocabulary when presenting information orally; while delivering a presentation, use rhetorical
patterns such as repetition and familiar words and phrases to help their audience identify key points)
Teacher prompts: “Once you have gathered information for your presentation, think
about the main message you want to express. How might you use the template to sort points according to their relevance to your topic?” “What can you convey to an audience with your body language and physical proximity?” “How does repeating certain phrases throughout your presentation help your audience? What kinds of phrases might you choose to repeat?”
B1.2 Producing Oral Communications: produce brief, rehearsed messages in the target language to communicate information about matters
of personal interest and familiar topics, with contextual, auditory, and visual support (e.g., introduce themselves, family members, and/or pets; describe how to perform an action or find an object; deliver a presentation on daily routines, a hobby, sport, celebrity, film, or type of music, using visual aids and a script; recount a sequence of events from a fictional or news story; deliver an oral report on an environmental issue such as the impact of climate change; compose and deliver the narration for a slideshow; report the findings of a survey of peers’ musical preferences; explain the cost and purpose of each item in a budget they have created for a minor event such as a birthday party)
Teacher prompts: “As you give directions, think about how many steps are needed. How can you make sure that your instructions are clear?” “As you prepare a presentation about your daily routines, think about the last week. How did you begin each day? What was your favourite part of the day?”
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and standard pronunciation in brief, rehearsed communications in the target language about
a variety of familiar topics (e.g., accurately pronounce high-frequency and familiar vocabulary when discussing their interests; accurately pronounce
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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