Page 142 - 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
How will you change your delivery at those points? What are the most reflective moments? How will you express them?”
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 formal and informal situations while participating in simple and some detailed spoken interactions in the target language (e.g., rephrase their message when the other participants in group work have not understood; use non-verbal cues such as facial expressions and gestures to clarify their meaning during a class discussion; acknowledge the contributions of others before expressing their own opinions during group work; ask questions to encourage others to share their thoughts; offer alternative suggestions or opinions during a debate)
Teacher prompts: “How might you clarify your message, either verbally or non-verbally, when your listeners have not understood something?” “What are some phrases you might use to acknowledge other speakers when you are working in a group?”
B2.2 Interacting: engage in structured and spontaneous spoken interactions in the target language about academic and familiar topics, with teacher modelling and support as appro- priate (e.g., offer and respond to invitations, compliments, and apologies; share ideas and opinions in a group discussion about a film;
role-play an interview with a newcomer to Canada; exchange ideas with a peer about a topic under study; with a peer, role-play a conversation at a party; defend a point of view in a debate about the protection of animal habitats; provide meaningful feedback in response to a peer’s presentation on a social issue such as bullying; role-play inquiring about the price, availability, and/or types of items for sale in a variety of locations, such as a department store, farmers’ market, or street vendor)
Teacher prompts: “Imagine you are at a party and see someone you haven’t spoken to in a long time. How would you open the conversa- tion? What kinds of questions might you ask?” “As you begin your debate, remember that you
will have to defend your arguments. What phrases might you use to acknowledge a peer’s disagreement and then support your own view?”
B2.3 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after speaking to communicate 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., keep
a personal journal to express preferences about the graphic organizers they use to prepare for speaking; identify the peer feedback they found most helpful in improving an oral presentation; describe their use of strategies to refine the delivery of their speech; discuss the effectiveness of setting goals to improve oral communication)
Teacher prompts: “What aspects of the feedback you received about your presentation did you find helpful? What would you do differently next time?” “What strategy do you find most effective in helping you to refine your spoken delivery? In what way?”
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., deliver a presentation on the lifelong benefits of learning another language and exploring the complexities of various cultures; with a partner, role-play an interview with a significant historical, scientific, socio-political, or literary figure from a target- language community to explain his or her contributions to the community and/or to the
world; present a critique of a target-language film or cultural performance; describe a cultural event in a country or region where the target language is spoken, explaining its importance to the local community; with a peer, compare their own community with one presented in a target- language film or video; describe the economic factors underlying differences between the cost of goods in Ontario and the cost of similar goods in target-language communities)
Teacher prompts: “What questions would
you like to ask this person? What was his or her unique achievement? What do you think others would like to find out about him or her?” “What connections did you make between your
140