Page 139 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
A1. Listening to Understand: determine meaning in a variety of oral texts in the target language, using a range of listening strategies;
A2. Listening to Interact: interpret messages accurately while interacting in the target language for a variety of purposes and with diverse audiences;
A3. Intercultural Understanding: demonstrate an understanding of information in oral texts in the target language about aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of sociolinguistic conventions in the target language used in a variety of situations and communities.
SPECIFIC EXPECTATIONS
A1. Listening to Understand
By the end of this course, students will:
A1.1 Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them before, during, and after listening to understand simple and complex oral texts in the target language (e.g., use their knowledge of the structure of an oral text form to make predictions about its content before a listening task; use prior knowledge and contextual cues to deduce the meaning of unfamiliar words; listen for key words indicating sequence to help them determine when an action takes place; make jot notes during a class discussion to keep track of key ideas and supporting details)
Teacher prompts: “What does your knowledge of the structure of the text form tell you about the possible content? What predictions can you make?” “Did this action occur before or after the other action? Which words helped you determine the sequence as you listened?”
A1.2 Demonstrating Understanding: demon- strate an understanding of the purpose and meaning of oral texts in the target language that contain information and ideas about academic and familiar topics, with contextual and visual support as appropriate (e.g., list the main characters and their traits in an authentic folk tale read aloud; identify important points in a news report about healthy eating; extract ideas from an oral text about an environmental issue such as biodiversity or a social issue such as poverty, and categorize them by importance using a graphic organizer; summarize key ideas and outline supporting details
in a speaker’s presentation; identify key information in a telephone message from a tourism information centre or travel agency; explain the message of an audio webcast about healthy living)
Teacher prompts: “What important details were you able to identify in the telephone message? Did they tell you everything you needed to know? If not, what was missing?” “What did you learn about health from the audio webcast? What was the main message?” “What are the main threats to biodiversity identified in this oral text? What is one solution?”
A2. Listening to Interact
By the end of this course, students will:
A2.1 Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in social and academic interactions in the target language (e.g., use vocal prompts
to signal empathy and interest in a conversation; ask questions and offer constructive comments to encourage a speaker to expand on a presentation;
paraphrase what a peer has said, and verify the accuracy of the paraphrase with him or her; use respectful body language and an appropriate level of eye contact to encourage another speaker during a discussion; acknowledge and build on the ideas of a peer in a conversation)
Teacher prompts: “What questions might persuade a speaker to provide more information about the topic of a presentation?” “What kinds of comments might you make to encourage a person to continue speaking?”
LISTENING
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International Languages
LBACU – LDYCU