Page 151 - 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 some teacher-selected complex
oral texts in the target language (e.g., make and verify predictions about key facts or ideas in a radio commercial to confirm understanding; use prior knowledge and contextual cues to infer the meaning of unfamiliar words; prepare a note-taking template before listening to a guest speaker; listen to a text multiple times to identify unfamiliar words and expressions; while listening to an oral presentation, take note of words whose meaning they need to clarify later)
Teacher prompt: “Think about the kinds of information you need to keep track of while listening. How can you reflect those categories in your note-taking template? For example, how can you show the difference between
key ideas and supporting details through the organization of the template?”
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 familiar and new topics, with contextual and visual support (e.g., produce a labelled drawing based
on a classmate’s oral description of items such as articles of clothing or rooms in a house; infer a
suitable career choice after listening to a speaker describe his or her interests; identify the main message of, and familiar vocabulary in, a radio interview or a public service announcement; identify information about movie or concert programs, times, and prices in a recorded message, and classify it using a graphic organizer; summarize key ideas
in a broadcast about First Nations, Métis, or Inuit peoples, using words, pictures, or actions; identify familiar words and expressions in a target-language rap)
Teacher prompts: “What kinds of skills do you think someone with the speaker’s interests might have? How could they be used in
a career?” “What was the purpose of the announcement? What familiar words or expressions did you hear while you listened to it?”
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 interactions and inter- actions about everyday matters in the target language (e.g., use respectful body language and eye contact to convey interest and attention during a small-group discussion; interpret prompts and non-verbal cues to determine when to speak and when to listen; use brief vocal prompts to signal interest in a conversation; paraphrase the statements
LISTENING
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International Languages
LBACO – LDYCO