Page 154 - 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
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 structured, guided, formal, and informal situations while participating in simple and some detailed spoken interactions in the target language (e.g., ask questions to encourage others to share their thoughts during partner and group work; use non-verbal cues such as physical proximity and eye contact to highlight important ideas in a conversation; bridge gaps in spoken communication by repeating the message or speaking more slowly)
Teacher prompts: “How might you emphasize an important idea non-verbally while you are having a conversation? What would make such cues useful to you if you were the listener?”
“If your partner is having difficulty responding during an interaction, how might you clarify your message?”
B2.2 Interacting: engage in structured and spontaneous spoken interactions in the target language about familiar and new topics, with teacher modelling and support (e.g., offer and respond to invitations and compliments; exchange opinions with a peer in a brief conversation about homework; with a partner, role-play an interaction related to health care or business; dramatize a scripted dialogue between an interviewer and an environmentalist about the protection of animal habitats; ask a partner for directions to the closest tourist attraction, and restate his or her answer to
confirm that they have understood; collaborate with classmates to prepare and present a skit about the importance of daily physical activity; with a peer, discuss similarities and differences in young people’s spending habits in Ontario and target- language communities)
Teacher prompts: “What kinds of compliments would you offer a classmate? How might
you compliment your own parent?” “In your interview with an environmentalist, what questions can you ask to ensure that the issue is explored and explained?”
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., describe in a student-teacher conference how
they self-monitor their speaking skills during interactions; plan to reflect on feedback from peers and the teacher on revising the content of their spoken messages; express preferences about the graphic organizers they use to prepare for speaking; plan to record and review their speech in order to identify areas for improvement; identify the most effective elements of their oral presentation, and plan to incorporate them in future presentations)
Teacher prompts: “When you interact with peers, how do you assess whether your message is accurate and clear? In what other ways could you monitor your speaking skills?” “Which type of graphic organizer do you find most helpful as you prepare for a speaking task?”
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., retell or recite a traditional short narrative or a poem; describe a dance from a region where the target language is spoken and teach the steps; create a short video to
demonstrate and discuss a regional or national cuisine; in pairs, conduct research on a musician or musical group from a target-language community and present the information to the class; dramatize a target-language proverb or idiomatic expression)
Teacher prompts: “What does the cuisine
of this region reveal about the way of life?” “What elements of the music performed
by the person/group you researched were especially interesting or characteristic of the target-language community? In what ways?”
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse communities where the target language is spoken, and use them appropriately in spoken interactions in the target language (e.g., use expressions appropriate to their relationship to
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