Page 79 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

A. ORAL COMMUNICATION OVERALL EXPECTATIONS
By the end of this course, students will:
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).
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 adapted oral texts in the classical language, including moderately complex texts, and oral texts in English about the classical world (e.g., preview a vocabulary list before listening; listen for specific sound features such as intonation to aid comprehension; listen for noun and verb endings in the classical language to determine the meaning of sentences; make point-form notes of key infor- mation while listening to the classical language
to use as a memory aid; use verbal cues to infer meaning while listening to a text read aloud; record and review oral texts to reinforce their familiarity with the pronunciation and improve listening comprehension; use their knowledge of derivatives to determine the meaning of new words in oral texts)
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., define the distinctions between classical and ecclesiastical Latin pronunciation; distinguish between aspirated and unaspirated vowels and consonants in spoken ancient Greek; identify noun cases and explain how the cases contribute to the meaning of a sentence; identify the ablative absolute in Latin or the genitive absolute in ancient Greek while listening to a text read aloud; identify
sentences using the optative mood in ancient Greek; describe the use of syntactic structures such as participial clauses and subordinate clauses within sentences and short oral texts; identify and explain the use of person, aspect, number, mood, and voice of verbs)
Teacher prompts: “What noun cases do you hear in these sentences?” “Raise your hand each time you hear a verb in the passive voice.”
A1.3 Demonstrating Understanding: demon- strate an understanding of the meaning of phrases, sentences, and adapted oral texts in the classical language, including moderately complex texts, and of oral texts in English about the classical world (e.g., answer questions about daily life in the ancient world; paraphrase information presented orally; identify English words derived from the classical language)
Teacher prompt: “What English words can you identify as derivatives of Latin/ancient Greek words in the text?”
A1.4 Metacognition:
(a) describe a range of 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., plan to keep a journal of useful listening strategies for future reference; assess strategies suggested by the teacher and peers, and select some for use; during a student-teacher conference, explain how they self-monitor their listening skills; outline their learning process when they interpret a recorded oral text)
ORAL COMMUNICATION
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Classical Languages
LVGCU/ LVLCU