Page 153 - 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., list essential vocabulary and key ideas to prepare for speaking; record and review their presentation to increase their confidence and to identify areas needing practice; practise speaking in front of a mirror or to a peer before a presentation; vary pitch, volume, and tone of voice to maintain the interest of listeners; incorporate words or expressions used by another speaker into their own speech to refine their message; use visual aids to support an oral presentation)
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?” “Tell the class five things about your topic, using a visual aid to help you explain.”
B1.2 Producing Oral Communications: produce rehearsed, some detailed, and spontaneous messages in the target language to communicate information and ideas about matters of personal interest and everyday topics, with contextual, auditory, and visual support (e.g., deliver a presentation on fashion, entertainment, health care, or the workplace, using visual aids and a script; relate a childhood memory; in a group
discussion, describe their school activities, personal interests, or plans for the future; deliver an oral report outlining their daily routines; leave a telephone message giving clear directions to a tourist attraction; compose and deliver a short speech to thank a guest speaker)
Teacher prompts: “What makes your childhood memory special? What will you say to help your listeners connect it to their own experience?” “What school activities interest you the most? How do you get involved?” “As you give directions, think about the route. What will someone see on the way? How many intersec- tions have to be crossed?”
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and standard pronunciation in brief, rehearsed, and spontaneous communications in the target language about a variety of familiar topics (e.g., give clear directions with ease; use pauses and intonation to accentuate their preferences when delivering a presentation about personal likes and dislikes; recite a familiar poem, pausing as indicated by the punctuation; accurately pronounce familiar vocabulary when discussing their interests)
Teacher prompts: “How might you use your voice to help your audience understand how much you enjoy your favourite foods or music?” “As you prepare to recite the poem, think about the punctuation. How will it help you decide where to pause and for how long, and how it will affect your delivery?”
SPEAKING
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International Languages
LBACO – LDYCO