Page 140 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 2, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
A2.2 Interacting: respond with understanding to what others say while participating in structured and some open-ended interactions in the target language about academic and familiar topics, with contextual and visual support as appropriate (e.g., ask for more information in response to the statements of other students in a small-group discussion about a movie or video game; with a peer, improvise a role play about shopping for clothing; answer questions about musical, athletic, or artistic preferences when interviewed by a classmate; agree or disagree with various points
of view in a small-group or class debate about an environmental issue such as water pollution or
a social issue such as bullying; respond with an opinion after listening to all points of view during a discussion about the benefits of extracurricular activities; share information and opinions with a peer about purchases they made on a holiday)
Teacher prompts: “As you prepare for the role play, think about the kinds of information that a customer needs. As the salesperson, what questions might you expect to hear? How would you respond?” “What are some of the opinions your classmates have expressed about extracurricular activities? How is your own opinion similar or different?”
A2.3 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after listening;
(b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., keep a personal journal to reflect on ways of listening more actively during interactions; use a self-assessment checklist to monitor progress by comparing past and current listening comprehension; describe what makes a particular listening strategy effective; compare with a partner the steps they take to interpret a recorded message, and set goals to improve this strategy; plan to paraphrase what they have heard to check their understanding)
Teacher prompts: “Think about the points in
a conversation when you are listening rather than speaking. What specific improvements could you make to the skills you use?” “Think of a listening strategy you often use. What makes you choose it? What makes it useful?” “Describe the steps you take to interpret a recorded message. How could you improve them?”
A3. Intercultural Understanding
By the end of this course, students will:
A3.1 Intercultural Awareness: using information from oral texts in the target language, identify communities where the target language is spoken, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., after listening to a travelogue about a country where the target language is spoken, identify and describe some significant landmarks or eco-tourism destinations; view a fictional or documentary media clip about family customs or education in a target-language community and make connections to similar infor- mation in a documentary about a First Nation, Métis, or Inuit community; listen to determine how elements of music, such as lyrics, rhythm, tempo, and beat, reflect the heritage of a particular target- language community; view audio-visual media and identify information indicating the status of the target language around the world)
Teacher prompts: “In the clip you have just seen, what reminds you of your own community? How does learning about different family customs help you react positively to other cultures?” “How is a community represented by its music?”
A3.2 Awareness of Sociolinguistic Conventions: using information from oral texts in the target language, identify and demonstrate an under- standing of sociolinguistic conventions used in a variety of situations in diverse communities where the target language is spoken (e.g., compare the level of formality used by speakers of various ages in a country where the target language is spoken; after listening to an interview with an athlete, a politician, or a musician, identify words and phrases related to the occupation of the inter- viewee; listen to target-language commercials to identify expressions that attempt to persuade the listener to do or buy something; distinguish between
some regional dialects and identify their variations in pronunciation and accent; view a news broadcast to identify target-language words that are borrowed from other languages; after listening to a target- language poem or rap, identify some idiomatic expressions; after viewing a television show or a documentary, identify and describe some sociolin- guistic conventions related to making purchases and bargaining in a target-language community)
Teacher prompts: “How did the level of formality differ with the age of the speakers? Did you expect to find more or fewer differences? Why?” “What features of a speaker’s pronunciation might help you identify the region where he or she learned the target language?”
138