Page 131 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

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 body language to signal that they would like
to add an opinion or ask a question during a group discussion; use non-verbal cues such as body language and eye contact to highlight important points in a conversation with a peer; look at the listener while speaking; incorporate expressions of courtesy when acknowledging the contributions of others during group work; make personal connections to the experiences of a partner when responding during a think-pair-share)
Teacher prompt: “What facial expression might you use to emphasize that you are making a significant point? How would your expression differ if the point was positive or negative?”
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, and holidays; contribute brief instructions in interactive games and structured oral activities; ask a peer about likes and dislikes; with a peer, role-play an exchange between a customer and a salesperson in a clothing shop; role-play bargaining for goods in a market or community fair)
Teacher prompts: “What questions can you ask to maintain a conversation with a peer about likes and dislikes?” “You are the customer in
a role play about shopping. What questions can you ask about an article of clothing that interests you?”
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., plan to reflect on feedback from peers and the teacher
on revising the content of their spoken messages; describe in a student-teacher conference how they self-monitor their speaking skills; discuss the effectiveness of incorporating non-verbal cues into speech; plan to set small, attainable goals to improve their oral communication and increase their confidence)
Teacher prompts: “What kinds of revisions do you plan to make to your speech? What kind of feedback was most helpful?” “What kinds of non-verbal cues do you use when speaking? How do they affect your listener?” “What goal might you set to improve your oral communi- cation? Is it focused enough to achieve without problems?”
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., describe the ingredients in and procedure for making a familiar regional dish; identify and report on when and where the target language is spoken in their
immediate environment; dramatize a meal-time custom; describe a region or community where the target language is spoken, using a poster they have made or found to illustrate their remarks; sing or retell a target-language song or story; share with
a peer information about a tradition or festival in a region where the target language is spoken, and make connections to a custom in their own com- munity, such as a First Nations powwow; describe a popular eco-tourism destination in a region where the target language is spoken, using images to illustrate their remarks)
Teacher prompts: “When and where have you noticed the target language being spoken in your own community?” “What similarities
can you find between this festival and something you celebrate in your own community?”
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse communities where the target language is spoken, and use them appropriately in spoken interactions in the target language (e.g., use standard phrases to introduce themselves and others; use the appropriate level of formality to address people in a personal or community setting; use contextually appropriate gestures and other
SPEAKING
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International Languages
LBABO – LDYBO