Page 179 - 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 simple and some detailed spoken interactions in the target language
(e.g., use verbal and non-verbal communication to encourage others to join a conversation; agree or disagree politely using appropriate expressions;
make respectful suggestions for next steps in group work; repeat or rephrase their message when a peer has not understood it)
Teacher prompts: “What are some polite ways to express disagreement?” “How can you make sure that each member of your group feels heard?”
B2.2 Interacting: engage in structured and spontaneous spoken interactions in the target language about a variety of topics, with teacher modelling and support as appropriate (e.g., share career ideas in a small group; survey classmates and community members about an environmental issue such as whether to build an oil pipeline; exchange opinions with a peer about a school issue such as homework expectations; with a partner, role-play bargaining in a marketplace; in a small group, discuss some pros and cons of purchasing certain furniture, appliances, and other goods for
a college or university residence)
Teacher prompts: “When exchanging opinions with a peer, how might you demonstrate respect for your partner’s opinion while asserting your own view? Give an example.” “What questions would you ask when bargaining? What expres- sions might you use to get a better price from the vendor?”
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 the strategies they find most helpful when contrib- uting to a group discussion; plan to reflect on feedback from peers and the teacher on revising the form of their spoken messages; keep track
of sounds and vocabulary that have given them
difficulty and seek opportunities to practise them; plan to use a checklist to help them monitor their participation in a debate)
Teacher prompt: “What aspects of speaking do you find most difficult? How can you improve them?”
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., deliver a presentation on the significance of a specific cultural attraction in a country or region where the target language is spoken; introduce a music
video from a country where the target language
is spoken, noting typical linguistic and national characteristics; dramatize a traditional target- language story; apply their knowledge of customs, attitudes, values, and beliefs in a region where the target language is spoken to describe how to deal with issues that might arise during travel)
Teacher prompts: “Why did you select this particular attraction? How does it reflect the culture of the region?” “Why is it important to be aware of the cultural characteristics of
a country or region where you are travelling? Give an example.”
B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse communities where the target language is spoken, and use them appropriately in spoken interactions in the target language (e.g., use appropriate expressions to make a request or ask for information in a role play of an informal spoken interaction such as a telephone call; use appropriate body language and gestures when addressing a culturally diverse audience; use idiomatic interjections to indicate hesitation during group work; incorporate phrases and expressions related to customer-service etiquette into a skit set in a restaurant or store)
Teacher prompts: “What spoken social convention might you use in an informal telephone call?” “As you prepare your skit, think of typical ways that a customer asks for service in a restaurant or a store. What expression would politely get the attention of a salesperson, for example? As the salesperson, what questions would you ask the customer?”
SPEAKING
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International Languages
LBADO – LDYDO