Page 228 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
language register. A style of language (e.g., formal, colloquial) appropriate to a specific audience, purpose, or situation. Register is determined by the level of formality in a particular social setting, the relationship among the individuals involved in the communication, and the purpose of the interaction. For example, a formal register is used in a university lecture and an informal register in a conversation between friends or classmates.
language structures. Verbal forms and structures that are used in speaking and writing. Examples include: verb tenses (e.g., present, past, future) and tense sequences; noun-adjective and subject- verb combinations that agree in number, gender, case, and person; affirmative and negative constructions; conventional sentence structures (e.g., simple, compound); structures used for questions; contractions. Particular patterns in language structures also help the listener and reader determine meaning by providing a certain level of predictability.
linguistic elements. The various aspects of a language, such as the sounds (phonology), grammatical constructions (e.g., noun–adjective agreement, cases, verb tenses and moods, sentence structures), and writing conventions (e.g., capitalization, use of punctuation to indicate dialogue).
listening and speaking skills. Skills that include: determining the purpose of listening; paying attention to the speaker or performer; following directions and instructions; recalling ideas accurately; responding appropriately to thoughts expressed; judging when it is appropriate to speak or ask questions; allowing others a turn to speak; speaking clearly and coherently; asking questions to clarify meaning or to obtain more information; responding with consideration for others’ feelings; using and interpreting facial expressions, gestures, and body language appropriately.
listening strategies. A variety of techniques that students can use before, during, and after listening. Examples include: focusing attention on listening and avoiding distractions; making
connections to what is already known about the topic; considering the speaker’s point of view; using non-verbal cues from the speaker; avoiding interrupting the speaker; using body language to show interest (e.g., leaning towards the speaker). See also speaking strategies.
literary devices. See stylistic elements.
media. The plural of medium. Means of communication, including audio, visual, audio-visual, print, and electronic means.
metacognition. The process of thinking about one’s own thought processes. Metacognitive skills include the ability to monitor one’s own learning.
metaphor. An implied comparison in which
a word or phrase normally applied to an object or a person is used to describe something or someone else (e.g., “She was a fish out of water”).
mind map. A graphic representation showing the relationships between ideas and/or information. In making a mind map, students summarize information from a text and organize it by listing, sorting, or sequencing it, or by linking information and/or ideas.
mnemonic device. A way of representing information that makes it easier to remember (e.g., an acronym or word in which each letter stands for one step in a process as a way of helping a learner to remember the steps in the proper order). “Mnemonic” derives from the Greek word mnemon, meaning “mindful”.
modal verbs. Verbs that are used with other verbs to convey a particular meaning. Modal verbs are often called helping verbs, and in English include can, should, and must.
modelled activity. A learning activity in which the teacher demonstrates how to perform a task or use a strategy and students copy the teacher in order to learn the modelled processes and skills. Modelling may include thinking aloud, to help students become aware of the processes and skills involved.
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