Page 177 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

feedback during a conference; ask questions and offer comments to elicit more information from a speaker)
Teacher prompt: “While you are listening to the other speaker in an interaction, think of questions you would like to ask. At what point should you ask them?”
A2.2 Interacting: respond with understanding to what others say while participating in structured and some open-ended interactions in the target language about a variety of topics, with con- textual and visual support as appropriate (e.g., with a peer, improvise an interview between a staff member and a student about applying for a school co-op placement; respond to the ideas of others during a discussion about community leadership and community service; offer an opinion in response to a peer’s description of the positive and negative aspects of social networking; agree or disagree with others in a debate about the effectiveness of adver- tisements promoting a destination where the target language is spoken; ask questions to elicit additional information in a round-table discussion about
an environmental issue such as food security or a social issue such as mental health and well-being; respond to a peer’s point of view in a group discussion about access to housing and social services in a target-language community)
Teacher prompts: “Imagine you are being inter- viewed for a co-op placement at a workplace that interests you. Listen carefully to the questions to determine what kinds of information the interviewer wants. How can you make the best impression?” “What sorts of questions are you likely to be asked when applying for housing at a postsecondary institution?”
A2.3 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after listening;
(b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., describe the strategies they use most often to clarify a speaker’s message, and set goals to improve them or develop new ones; describe a situation in which a specific listening strategy was or was not helpful, and plan to modify it or apply it to new contexts)
Teacher prompt: “What works or doesn’t work well in the listening strategies you use most often? How might you improve them?”
A3. Intercultural Understanding
By the end of this course, students will:
A3.1 Intercultural Awareness: using information from oral texts in the target language, identify communities where the target language is spoken, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., record key ideas presented in an oral report about an artist, an inventor, a musician, or a historical figure from a target-language community, using a graphic organizer; listen to a radio program about youth culture in a target-language community and make connections to their own community; after listening to an audio webcast, answer questions about a social or environmental issue related to a target- language community and make connections to
an issue related to a First Nations, Métis, or Inuit community; listen to a news report to determine the relationships between various cultural groups in a target-language community)
Teacher prompts: “What did you learn about this person? What do you think the information reveals about the target-language culture?” “How is youth culture different in your community and in the target-language community? How is it the same? How does identifying those differ- ences and similarities help you to understand another culture?” “How are environmental issues in the target-language community similar to and different from environmental issues in your community?”
A3.2 Awareness of Sociolinguistic Conventions: using information from oral texts in the target language, identify and demonstrate an under- standing of sociolinguistic conventions used in a variety of situations in diverse communities where the target language is spoken (e.g., identify regional variations in pronunciation and accent; identify some idiomatic and colloquial expressions in a target-language interview or speech; listen to the language register of two speakers to determine whether their relationship is familiar or unfamiliar; listen to news reports from a variety of target- language communities to distinguish between urban and rural language register)
Teacher prompt: “What elements of speech might help you identify how well two speakers know each other? What are some ways that the relationship of speakers influences the language they use?”
LISTENING
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International Languages
LBADO – LDYDO