Page 176 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

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.
Level 3, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
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 simple and complex oral texts in the target language (e.g., use contextual cues to make inferences while listening; listen for key words indicating sequence to help them retell a story
in the correct order; generate mental images while listening to help them retain information; use
a summary chart to record key ideas after a discussion; formulate questions after listening
to a presentation to prompt the speaker to clarify information)
Teacher prompts: “As you listen, try to identify contextual cues that will help you infer what the message is about. What can you hear in the background, for example, that tells you where the dialogue is located?” “As you listen, generate a mental image of what you hear. What kinds of images will help you remember a sequence of events or a list of items, for example?”
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 contextual and visual support as appropriate (e.g., list language structures used to express emotions or desires in an authentic folk
tale read aloud; summarize key ideas and list supporting details in an oral report about current issues of importance to First Nations, Métis, and Inuit peoples; infer the product being promoted
in a radio commercial; identify key phrases in a pre-recorded airport or airplane announcement; create an advertisement or a poster for a community event, using information heard in an announcement; identify the main concerns and solutions presented in a webcast or podcast about an environmental issue)
Teacher prompts: “What were the most important ideas in this report? What details supported each idea?” “What key phrases did the announcement contain? What makes them important?”
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 interactions and inter- actions about everyday matters in the target language (e.g., use culturally appropriate body language and facial expressions to acknowledge the ideas of others; use vocal prompts to signal interest in a personal account shared by a peer; paraphrase a peer’s point of view to demonstrate and confirm their understanding during a conver- sation; ask the teacher or a peer to repeat or clarify
A. LISTENING OVERALL EXPECTATIONS
By the end of this course, students will:
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