Page 166 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 3, University Preparation
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.
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
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., prepare guiding questions to pose during a group discussion; introduce the subject matter to their audience at the outset of a presentation, and summarize the essential points at the end; use rhetorical questions to engage their audience and to spark group discussions; adhere to time limits for presentations)
Teacher prompts: “What information should you include in the introduction of your presen- tation to help your audience understand? What might you include in your summary?” “What kinds of rhetorical questions will engage your audience? Give some examples.”
B1.2 Producing Oral Communications: produce planned, detailed, and spontaneous messages in the target language to communicate information and ideas about a variety of topics, with support as appropriate (e.g., compose and deliver a public service announcement about an environmental issue such as energy conservation; give a eulogy for a historical figure; relate an embarrassing or a humorous moment; prepare and deliver a monologue explaining the connections between a picture and a personal interest; discuss the effectiveness of a target-language television commercial or film trailer;
deliver a multimedia presentation on gender roles without notes; explain some challenges facing economic development in emerging economies
in simple terms)
Teacher prompts: “Use the five Ws to decide what information to include in your public service announcement. How can you ensure that the announcement will tell your listeners everything they need to know?” “What visual aids might capture the interest of the audience for your presentation? Do they meaningfully support your topic?”
B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and standard pronunciation in rehearsed, some detailed, and spontaneous communications
in the target language about a variety of topics (e.g., avoid awkward pauses by using familiar vocabulary to describe an idea or object when the exact term is forgotten; give clear information
when face-to-face communication is not possible, such as in a telephone conversation; adapt their tone of voice and inflection to express irony, respect, and other attitudes in a conversation; recount a story or an event, varying their pace and pausing for dramatic effect; deliver a presentation with ease)
Teacher prompts: “What can you do to avoid awkward pauses in your speech when you cannot remember the precise term you need?” “How can your tone of voice express different attitudes? Demonstrate with some examples.”
B. SPEAKING OVERALL EXPECTATIONS
By the end of this course, students will:
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