Page 80 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 2, University Preparation
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., adapt intonation, speaking pace, and mannerisms to role-play a significant individual from the classical world; prepare for a speaking activity by using a template to write a script; use costumes, props, or artefacts to enhance a presentation)
A2.2 Speaking in the Classical Language: use level-appropriate vocabulary and grammatical constructions in a variety of oral language activities in the classical language, and speak with fluency and expression using standard pronunciation (e.g., pose and answer simple questions; read a passage of adapted text aloud, using correct pronunciation and intonation, appropriate expression, and pauses for emphasis)
Teacher prompts: “Where is Hercules?”/“Ubi est Hercules?” “Where is Theseus?”/“ποῦ ἐστιν ὁ Θησεύς;” “Who is the hero?”/“Quis est heros?”/“τίς ἐστιν ὁ ἥρως;”
A2.3 Speaking in English: use appropriate diction and correct grammar in a variety of oral language activities in English (e.g., cite specific excerpts and use correct terminology when delivering presentations on classical texts or material culture; respond to questions about texts read in class, using English words that are derived from the classical language; perform skits based on cultural material; apply their knowledge of correct tense sequences gained from studying the classical language)
A2.4 Translating: demonstrate knowledge of vocabulary and grammar by orally translating adapted texts, including moderately complex texts, from the classical language into English, with previous preparation and at sight
A2.5 Metacognition:
(a) describe a range of 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., describe how the use of appropriate diction contributes to the effectiveness of their speech in both English and the classical language; use a graphic organizer to categorize the ways in which verbal and visual cues support and clarify their spoken messages; identify effective elements of their presentations that they could incorporate into future presentations; plan to use a checklist to monitor their contributions to discussions; describe the factors that improve their communication, such as familiarity with the topic, sufficient subject-specific vocabulary, and use of intonation and gestures)
Teacher prompt: “What strategies can you use to expand your spoken vocabulary in the classical language?”
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