Page 230 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
scaffolding. Teacher support for student learning and performance that is adapted to the student’s needs. Examples are: simplifying and shortening texts for reading; speaking in the present tense for beginners; asking students to choose answers from a list or complete a partially finished outline or paragraph; using visual aids to present infor- mation and asking students to respond by using graphic organizers, tables, charts, outlines, or graphs; making use of cooperative learning and hands-on learning techniques. Support
is gradually withdrawn as students develop the ability to apply newly learned skills and knowledge independently.
sentence patterns. The characteristic grammatical structures or patterns of English that influence such things as word order and the use of prefixes, suffixes, prepositions, articles, and auxiliary verbs (e.g., to form questions and negatives:
Do you speak English?; I don’t eat hot dogs.).
shared activity. A learning activity in which
the participants, who may include the teacher, contribute their particular knowledge and skills. For example, in language learning, students in the group can bring their knowledge of certain vocabulary and their particular skills in handling language structures to the task at hand.
simile. An explicit comparison in which one thing is likened to something quite different by use of the word as.
slang. Very informal language patterns or vocabulary used by particular groups, or in special contexts, or to reflect trends.
sociolinguistic conventions. A variety of verbal and non-verbal customs that are used
in particular social situations. They include expressions of courtesy, such as greetings and farewells; actions, such as bowing, shaking hands, or kissing on the cheek; conventions related to taking turns, interrupting, or dis- agreeing politely; forms of address related to the level of formality required; and appropriate pauses before responding.
speaking skills. See listening and speaking skills.
speaking strategies. A variety of techniques that students can use to help them communicate orally. Examples include: using body language (e.g., gestures, facial expressions, eye contact); adjusting pace, volume, and intonation; practising or rehearsing messages with a peer; consulting anchor charts and word lists for new vocabulary and expressions; recording their speaking,
and listening to the recording to improve their delivery; asking questions or rephrasing ideas to clarify meaning; using speaking notes for
a presentation or debate. See also listening strategies.
spoken interaction. See interaction, spoken.
standard pronunciation. An officially recognized and widely accepted way of pronouncing sounds and words.
structured interactions. Interactions that follow a predetermined pattern or procedure; for example, interactions in which students ask and answer factual questions, engage in dialogues patterned on a model, or role-play using text they have prepared.
style. A manner of writing or speaking or performing. In a literary work, style usually refers to distinctive characteristics of the diction, figurative language, literary devices, language patterns, and sentence structures of the work.
stylistic elements. Particular patterns of words, figures of speech, or techniques used in speech or writing to produce specific effects, usually
in order to persuade, interest, or impress an audience. Examples include: rhyme, rhythm, repetition, rhetorical questions, emphasis, balance, dramatic pause, comparison, contrast, parallel structure, irony, foreshadowing, allusion, analogy, juxtaposition, simile, metaphor, personification, pun, hyperbole, oxymoron, symbolism.
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