Page 70 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 1, Academic
A1. Listening to Understand: determine meaning in a variety of oral texts in the classical language and oral texts in English about the classical world, using a range of listening strategies;
A2. Speaking to Communicate: communicate information and ideas orally in the classical language and in English, using a range of speaking strategies and level-appropriate language suited to the purpose and audience (see the Language Knowledge chart for Latin or ancient Greek in Appendix A).
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
SPECIFIC EXPECTATIONS
A1. Listening to Understand
By the end of this course, students will:
A1.1 Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them before, during, and after listening to understand simple adapted oral texts in the classical language and oral texts in English about the classical world (e.g., brainstorm about the topic to prepare for a listening activity; ask questions to clarify meaning during a classroom discussion; make jot notes while listening to the classical language and then develop a list of derivatives to confirm their understanding; use personal experience and prior knowledge to make connections to oral texts; use checklists to identify key ideas or implied messages while listening; restate classmates’ comments to monitor understanding)
Teacher prompts: “What is the most effective way to record information from the audio-visual presentation about ancient Rome?” “As you scan the list of Latin/ancient Greek vocabulary for the text you are about to hear, what English derivatives can you suggest?”
A1.2 Understanding Linguistic Elements: identify various elements of the classical language, including phonological and grammatical elements, and use the English terminology for those elements correctly (e.g., discriminate between classical and ecclesiastical Latin pronunciation; identify diphthongs while listening to a Latin text; identify aspirated vowels and consonants in spoken ancient Greek; identify and define parts of speech, case, number, and tense)
Teacher prompts: “What does the term case mean?” “Listen to the following statement: ‘ancillae in atrio laborabant’. Which word
contains a diphthong? What is the difference between diphthongs and other vowel sounds?”
A1.3 Demonstrating Understanding: demonstrate an understanding of the meaning of phrases, sentences, and simple adapted oral texts in the classical language and of oral texts in English about the classical world (e.g., respond to greetings and simple classroom instructions
in the classical language; identify English words derived from the classical language; paraphrase material presented orally in English about aspects of ancient culture; answer questions posed in the classical language)
Teacher prompts: “What would you do if I said ‘legite!’?” “What is an English word that comes from λόγος?”
A1.4 Metacognition:
(a) describe some 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 what makes the listening strategies they use most often effective, and make a list of the most helpful
ones for future reference; assess strategies suggested by the teacher and peers, and select some for use in future listening activities)
Teacher prompts: “When you take jot notes while listening to a speaker, what types of information should you include?” “What strategies can you use to increase the number of words, phrases, and colloquial expressions that you retain while listening to an oral text?”
A. ORAL COMMUNICATION OVERALL EXPECTATIONS
By the end of this course, students will:
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