Page 141 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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.
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., when planning an oral presentation, create an outline of key ideas and supporting details associated with their topic; record, listen to, and make adjust- ments to a presentation before delivering it; while delivering a presentation, use non-verbal cues such as gestures, facial expressions, and eye contact to help convey the message; use pauses to build drama and suspense in a role play; compile and refer to a personal lexicon of expressions and phrases that are helpful in a variety of speaking contexts; vary sentence structure when speaking
to enhance the connections between ideas)
Teacher prompts: “In this recording of your own presentation, listen to both the content of your message and the way you expressed it. What do you think needs to be revised?” “What effect does it have on the imagination of your audience if you pause at a key moment during a role play? Where might pauses be most effective in your scenario?”
B1.2 Producing Oral Communications: produce rehearsed, some detailed, and spontaneous messages in the target language to communicate information and ideas about a variety of academic and personally relevant topics, with
contextual, auditory, and visual support as appropriate (e.g., deliver a presentation on the protection of personal information in the context of e-banking or another technology, using visual aids and notes; present a critique of a graphic novel, film, video game, or electronic device; create and present a commercial to persuade people to buy locally produced food; in a group discussion, explain the significance of a personal, cultural, or historical item or tradition; deliver an oral report on the impact of diet on health, such as a report comparing the healthful aspects of traditional and contemporary First Nations, Métis, and Inuit diets)
Teacher prompts: “What details might you add to your critique to make your opinion more convincing?” “What are some benefits to the consumer of buying locally produced food? What are some disadvantages? How might you address any disadvantages and persuade your audience that the benefits are more important?”
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and standard pronunciation in rehearsed and spontaneous communications in the target language about academic and familiar topics (e.g., accurately pronounce difficult words when participating in a readers’ theatre; recite a memorized poem with appropriate expression; vary intonation and pacing when delivering a presentation about a researched topic; express personal preferences with ease in a conversation with a peer)
Teacher prompt: “As you prepare to recite the poem, think about the most dramatic moments.
SPEAKING
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International Languages
LBACU – LDYCU