Page 152 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 2, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
of their partner in a dialogue using familiar words and phrases, and verify the accuracy of the para- phrase with him or her)
Teacher prompts: “What type of body language might you use as a listener to signal interest or to encourage a speaker to continue?” “What non-verbal cues can a speaker give to indicate either that it is time for you to respond or that you should continue listening?”
A2.2 Interacting: respond with understanding
to what others say while participating in structured interactions in the target language about familiar and new topics, with contextual and visual support (e.g., agree or disagree with
a peer’s opinions about a movie; offer comparable information in response to a peer’s description of personal interests and experiences; acknowledge the suggestions of others while making plans for the weekend with friends; respond to a peer’s survey on the use of technology; with a peer, role-play
an interaction about ordering food at a restaurant; recommend a local restaurant to a peer after listening to his or her food preferences; respond
to questions about the style and cost of seasonal clothing suitable for Ontario and for a country where the target language is spoken)
Teacher prompts: “What aspects of the movie did your peer like or dislike? What details did he or she give to support that point of view?” “What kinds of food does your peer prefer? What local restaurants do you think he or she might enjoy?” “In what parts of the world would this item of clothing be useful?”
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., identify and describe the listening strategies they found most helpful during a group discussion; outline the
learning process they go through when interpreting a recorded message, and plan steps to improve it; compare listening strategies with a peer, and plan to try a new strategy that he or she has found effective; identify occasions when they were distracted while listening, describe the circumstances, and select a strategy to use in similar listening contexts)
Teacher prompts: “Describe the steps you take to understand a recorded message. How could you improve that process?” “As you recall an occasion when you did not listen effectively, think about the context. Was there background noise, for example, or were you trying to do
something else while you were listening? What might you do differently in similar circumstances to improve your listening skills?”
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., view a cooking show in the target language and describe the dishes prepared; after listening to a travelogue about a region where the target language is spoken, identify some of its distinctive features; listen to oral information about family life in a target-language community and make connections to their own community; listen to music from a target-language community and compare elements such as lyrics, rhythm, tempo, and beat to the elements of Métis music or music played in another community; list key points heard in an authentic or fictional inter- view with a significant cultural or historical figure, using a graphic organizer; after listening to a broadcast, identify the effects of climate change on a region where the target language is spoken and compare them to the effects on their own community)
Teacher prompts: “What are some ways that family life in the target-language community is similar to or different from your own experience? How did learning about another culture help you appreciate your own better?” “What key information about this person did the interview reveal? What does the information reflect about the target-language culture?”
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., deter- mine whether a speaker is introducing a friend or
a stranger by identifying some differences in his or her language register; identify some regional variations in pronunciation and accent; listen
to a radio commercial to identify target-language words that are borrowed from other languages)
Teacher prompt: “What words or phrases made it clear that the speakers knew or did not know each other?”
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