Page 130 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

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.
Level 1, Open
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., use gestures and mime to clarify their meaning; refer to classroom visual aids such as a word wall or an anchor chart to retrieve vocabulary while speaking; adjust volume and tone of voice to suit the context; use a template to guide a retell; use modelled sentence starters and prompts when sharing information)
Teacher prompts: “What examples can you give of how gestures or mime might clarify what you want to say?” “How does changing your volume and tone of voice affect your message?”
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 or a classmate, using a teacher- generated template; describe how to find an object; deliver a presentation on a hobby or sport, using modelled sentence starters and prompts; ask questions using a variety of interrogative words; compose and deliver a school announcement about
an environmental activity such as reducing waste; present a personal perspective on healthy food choices; describe some items they need to purchase at the beginning and/or end of the school year, noting their prices)
Teacher prompts: “As you give directions,
think about the location of the object. What is the best route to get to it? What obstacles may be present?” “What kinds of information make an announcement useful? What can you add to your announcement to make sure your listeners will learn everything they need to know?”
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 recite tongue twisters, chants, and rhymes modelled by the teacher, either individually or in choral speaking; deliver an oral report with appropriate phrasing
and emphasis; accurately pronounce familiar vocabulary when describing their interests; use standard greetings and expressions of courtesy with ease)
Teacher prompts: “When you practise chants and rhymes, what aspects of speaking should you focus on? What is the result?” “In what ways can you use your voice to ensure that your message is clear when delivering a report?”
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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