Page 167 - 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 formal and informal situations while participating in detailed spoken inter- actions in the target language (e.g., change the subject politely or suggest alternative topics for discussion; use body language, degree of physical proximity, gestures, level of assertiveness, and facial expressions to encourage others to join a conversation; agree with or politely challenge another speaker’s opinion during group work; rephrase their message when the other participants in a debate have not understood; suggest a word
or phrase to help a peer who is having difficulty communicating a spoken message)
Teacher prompts: “What are some non-verbal ways to encourage others to join a conversa- tion?” “How might you clarify your point in a debate when the other participants have not understood it?”
B2.2 Interacting: engage in structured and spontaneous spoken interactions in the target language about a variety of topics, with support as appropriate (e.g., with a peer, discuss whether the message of a media text is persuasive; contribute to a round-table discussion about environmental and traditional practices in First Nations, Métis, and Inuit communities; with a partner, role-play negotiating a curfew extension; exchange opinions with a peer about a social issue such as mental health and well-being; in a group discussion, describe personal reactions to the setting, plot,
and characters of a text the class is reading; defend a point of view in a debate about the use
of technology in school; debate the usefulness of
a cost-benefit analysis of an end-of-year event such as a formal dance or a graduation trip, using a graphic organizer for assistance; make plans with a partner about ways to fund gap year travel)
Teacher prompts: “What elements of the media text held your attention? When did you feel distracted? What made the message persuasive or unpersuasive?” “As you express your opinion, consider whether it is objective or subjective. What supporting details might you use to defend your position?”
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 which speaking strategies contributed to a positive group discussion; identify the most effective elements of their oral presentation, and discuss what they would do differently next time; identify strategies they can use with a partner to improve mutual comprehension during interactions; plan to reflect on feedback from peers and the teacher on revising the form and content of their spoken messages)
Teacher prompts: “What strategies do you use to make a group discussion positive and successful? What makes them effective?” “What strategies do you find helpful to make yourself understood and improve your own comprehension during interactions?” “What kinds of feedback have you incorporated into your spoken messages? What other revisions might you make?”
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., create a radio commercial highlighting the importance of learning additional languages; dramatize a scene that incorporates characteristics of a target-language
community or its way of life; deliver a news report on target-language community initiatives; re-enact a significant historical event in a country where the target language is spoken; apply their knowledge of customs, attitudes, values, and beliefs in target- language communities to resolve an everyday conflict in a role play; deliver a presentation comparing and contrasting their own daily life with that in various target-language communities; create a podcast about an environmental initiative or project in a region where the target language
is spoken)
Teacher prompts: “What type of information can you include in your commercial to attract and educate your listeners?” “What aspects of daily life in the target-language community seem similar to your own? What things are different? How does this knowledge help you better understand and appreciate your own community?”
SPEAKING
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International Languages
LBADU – LDYDU