Page 209 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 3, University Preparation/Open
variety of cultures around the world, regionally Proverbs (e.g., sayings that are common to a or culturally specific sayings)
Visual art (e.g., forms such as painting,
sculpture, collage; elements such as colour, line, form) and architecture (e.g., forms such as
monuments, temples, palaces; architectural
elements such as columns, domes, spires)
Healthy living (e.g., mental health and well-
being, sleep patterns and habits, healthy eating)
business) and economics (e.g., banking, natural Business (e.g., buying and selling, types of small resources, elements of global trade)
History (e.g., expressions used to refer to
historical eras and events) and politics (e.g., forms of government, elected and honorary positions)
pollution, indigenous practices related to the Environment (e.g., types of plant and animal species, recycling and conservation, forms of land)
Level 2, University Preparation/Open
Idiomatic expressions (e.g., slang terms, invitations, expressions of gratitude and appreciation)
Housing (e.g., rooms and parts of a house, types of home, (e.g., appliances, furniture, bedding, utensils, gardening rural versus urban dwellings) and household objects tools, crockery)
illness, such as a sore throat, headache, fever; health care Health care (e.g., medical appointments; symptoms of professionals, such as dentist, doctor, optometrist)
Currency (e.g., denominations of coins and bills, giving change, prices, weekly spending)
The calendar (e.g., daily routines, a typical weekday schedule, seasonal activities, the school year)
Geography (e.g., map legends and labels; directions to a
location; compass points; topographical features such as
rivers, mountains, islands)
Level 1, Academic/Open
Basic salutations (e.g., greetings, leave taking)
Colours (e .g ., the primary and secondary
colours, adjectives of colour)
Parts of the body (e.g., arm, leg, eye, nose, ear)
Numeracy (e.g., numbers, counting, quantity
and measurement)
Time (e.g., time of day, days of the week,
months, seasons)
Weather (e.g., types of weather, such as sunny,
cloudy, windy; forms of precipitation, such as
snow, rain, fog; temperature; forecasts;
expressions used to talk about the weather)
and refinement across the three levels. Teachers are encouraged to select vocabulary topics suggested for other levels according to students’ interests, suggestions rather than as exhaustive or mandatory categories. Vocabulary must be taught in context, with ample opportunities for consolidation The following chart provides vocabulary topics and related examples for each level of study of an international language; these are intended as and to incorporate current and relevant content related to those topics. Topics for Developing Vocabulary
Students should develop and apply knowledge of the vocabulary areas listed below through activities in all four strands: Listening, Speaking, Reading, and Writing. Their familiarity with these topics will vary according to the materials used in the classroom and will be adapted to the target language.
(continued)
Topics for Developing Vocabulary
207