Page 163 - 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 a variety of oral texts, including complex texts, in the target language (e.g., use their knowledge of the structure of different oral text forms to make predictions about the content before listening;
use prior knowledge and contextual cues to make deductions and inferences while listening; formulate questions while listening to a presentation to prompt the speaker to provide more details; use organizers structured for their own learning styles to record key information while listening; compare inter- pretations of a speaker’s message with a peer to confirm or expand their comprehension)
Teacher prompt: “What did you understand about the speaker’s message that your classmate did not? What can he or she explain to you that you missed?”
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 a variety of topics, with support as appropriate (e.g., list language structures used to express emotions, desires, or opinions in a song or a poem read aloud; jot down the sequence of events in a peer’s oral account of a childhood memory; infer the skills that an employer
requires and prioritize them after listening to a job description; summarize key ideas and outline supporting details in a documentary about an issue related to the environment, diversity, or First Nations, Métis, and Inuit peoples; describe what a movie reviewer enjoyed and why after listening to a radio show; identify the purpose of a variety of telephone messages; explain the pros and cons of ecotourism described in a radio documentary)
Teacher prompts: “What emotions did you hear expressed in the song? How were they expressed in its lyrics?” “What did the reviewer most enjoy about the movie? What did he or she describe as one of the most interesting traits of the main character, for example?” “Was the telephone message about business or recreation? Who was the speaker?”
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 and academic interactions in the target language (e.g., use culturally appro- priate body language and facial expressions to signal interest and acknowledge the ideas of others during group work; ask questions and offer constructive comments at appropriate points in an academic discussion to encourage other speakers to expand on their opinions; paraphrase different speakers’
LISTENING
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International Languages
LBADU – LDYDU