Page 119 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

vocabulary modelled by the teacher when giving prepared responses; express preferences and requests smoothly; recite a familiar poem, pausing as indicated by the punctuation; deliver a presen- tation with appropriate phrasing and emphasis)
Teacher prompt: “As you prepare to recite the poem, think about how you will refer to the punctuation when deciding where to pause and for how long. How will the pauses affect your listener and influence your delivery?”
B1.4 Applying Language Knowledge: use language structures and conventions appropriate for this course (see the Language Knowledge chart for international languages in Appendix B) to communicate their meaning clearly in the target language
B2. Speaking to Interact
By the end of this course, students will:
B2.1 Using Conversation Strategies: identify and use a range of conversation strategies to suit a variety of structured, guided, formal, and informal situations while participating in simple spoken interactions in the target language
(e.g., use non-verbal cues such as facial expressions and gestures to clarify their meaning for the other participants in group work; acknowledge the
contributions of others during a class discussion; make personal connections to the experiences of others when responding during a class discussion; use target-language expressions meaning“What do you think?”or“I’d like to add”to signal turn taking during a small-group discussion)
Teacher prompts: “What are some different ways to acknowledge other people’s contributions to a discussion?” “What might you do to indicate politely that you’d like to take your turn to speak during a group discussion?”
B2.2 Interacting: engage in brief, structured spoken interactions in the target language about matters of personal interest and familiar topics, with teacher modelling and support (e.g., offer and respond to greetings; ask and respond to simple questions about age, family, favourite school subjects, the weather, holidays, music, dance, leisure activities, and places in the community; with a peer, role-play a telephone conversation about a school project; with a partner, role-play ordering a healthy meal in a restaurant; compare likes and dislikes with a peer; exchange information about technology-related careers in
a small-group discussion; exchange information
with a peer about what can go into a recycling bin in the classroom or at home; brainstorm with the whole class to create a shopping list and budget for summer holiday or back-to-school shopping)
Teacher prompt: “What things do you and your partner both like to do in your free time? What chores do you dislike? What are some questions you can ask to learn more about him or her?”
B2.3 Metacognition:
(a) describe some strategies they found helpful before, during, and after speaking to communi- cate effectively;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., describe the strategies they find most helpful to consolidate new speaking skills; plan to reflect on feedback from peers and the teacher on revising the content of their spoken messages; identify the most effective speaking strategies used by a peer in a presentation, and plan to incorporate one of them into their own presentation)
Teacher prompts: “When you learn a new speaking skill, how can you ensure that you maintain and build on it?” “What kind of feedback about your spoken messages do you find helpful? What kinds of revisions can you make in response?”
B3. Intercultural Understanding
By the end of this course, students will:
B3.1 Intercultural Awareness: communicate information orally in the target language about communities where the target language is spoken, including aspects of their cultures
and their contributions to the world, and make connections to personal experiences and their own and other communities (e.g., identify a significant individual who speaks the target language and describe some of his or her accomplishments; share with a peer some naming practices and
traditional nicknames, including names/naming ceremonies in First Nations communities; describe a region or community where the target language is spoken, using a brochure they have made or found to illustrate their remarks; sing, retell, or paraphrase a target-language song, story, or legend; describe the cuisine or meal-time customs of a target-language community, and compare them with examples from their own community; describe the traditional clothing, dances, or music of a target-language community and compare them with traditional Inuit clothing, dances, or music;
SPEAKING
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International Languages
LBABD – LDYBD