Page 71 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

A2. Speaking to Communicate
By the end of this course, students will:
A2.1 Using Speaking Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in the classical language and in English for various purposes and to a variety of audiences (e.g., repeat or paraphrase ideas to assist peers’ under- standing; plan and outline the main ideas and supporting details associated with the topic before giving an oral presentation; refer to a personal lexicon of words and phrases in the classical language that can be helpful in a variety of speaking contexts; identify subject matter to
the audience at the outset of a presentation, and summarize essential points shared at the end; rehearse a presentation with a small group of peers to refine their delivery; self-correct errors while speaking)
A2.2 Speaking in the Classical Language: use simple vocabulary and grammatical constructions in a variety of oral language activities in the classical language (e.g., use simple greetings correctly; answer simple questions in the classical language; indicate the distinction between questions and statements by using correct intonation)
Teacher prompts: “Meum nomen est ... quid nomen tibi est?”/“ὄνομά μοί ἐστιν... τί σοι ὄνομά ἐστιν;” “Look at this picture and respond in Latin/ancient Greek: ‘quis est et ubi est?’/‘τίς ἐστι καὶ ποῦ ἐστιν;’”
A2.3 Speaking in English: use appropriate diction and correct grammar in a variety of oral language activities in English (e.g., deliver brief presentations on the cultural topics being studied; perform skits based on cultural material; during group discussions, respond appropriately to questions about texts read in class; use correctly English words that are derived from the classical language)
A2.4 Translating: demonstrate knowledge of vocabulary and grammar by orally translating phrases, sentences, and simple adapted texts from the classical language into English, with previous preparation and at sight
A2.5 Metacognition:
(a) describe some strategies they found helpful before, during, and after speaking;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., plan to use non-verbal cues and body language to support and clarify their spoken messages; assess strategies suggested by the teacher and peers, and select some for use in future speaking activities; monitor the progress of their speaking and determine steps for improving proficiency; identify the skills and strategies of effective speakers that they can apply to their own oral presentations)
Teacher prompts: “In what ways can you use tone of voice and facial expressions to communicate meaning when you participate in a dialogue?” “When you read a Latin/ancient Greek text aloud, what strategies can you use to communicate its meaning more clearly?”
ORAL COMMUNICATION
69
Classical Languages
LVGBD/ LVLBD