Page 111 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
1. Listening to Understand
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
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SPECIFIC EXPECTATIONS
By the end of this course, students will:
Purpose
1.1 identify the purpose of a range of listening tasks and set goals for specific tasks (e.g., understand other points of view in a group dis- cussion;1 identify the important points made in a podcast in preparation for writing a review; understand key arguments in a class debate in order to make counter-arguments2)
Teacher prompt: “What other points of view did you hear as you participated in the discussion? How did listening to the other points of view influence your own point of view?”
Using Active Listening Strategies
1.2 select and use the most appropriate active listening strategies when participating in a range of situations (e.g., offer encouragement while participating in a rehearsal for a small- group presentation; ask questions that link others’ comments in a discussion; maintain appropriate posture and eye contact while listening to a student presentation3)
Teacher prompts: “Which listening skills are most important in small-group discussions?” “How do you change your listening style when you are listening for a work- or school-related purpose rather than for personal interest?”
Using Listening Comprehension Strategies
1.3 select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, includ- ing increasingly complex or difficult texts (e.g., research and make notes on a topic in preparation for a discussion about the topic; use a T-chart to identify how much of a speech is fact and how much is opinion)
Teacher prompts: “When we discuss oral texts, do you prefer hearing the responses of others before you present your own ideas or do you prefer presenting your ideas first? Why?” “What role do listening comprehension strategies play in helping a group to build consensus?”
Demonstrating Understanding of Content
1.4 identify the important information and ideas in oral texts, including increasingly complex or difficult texts, in a variety of ways (e.g., use a visual or dramatic representation to depict the main character’s dilemma after listening to a read-aloud of a story;4 write an accurate summa- ry of a video about a trade of their choice, using appropriate technical language)
Teacher prompt: “How did the conversation in your groups help you select the key events for the dramatic presentation? Which events created the most discussion? Why?”
Interpreting Texts
1.5 develop and explain interpretations of oral texts, including increasingly complex or diffi- cult texts, using evidence from the text and
ORAL COMMUNICATION
OVERALL EXPECTATIONS
By the end of this course, students will:
1. TLCC 7-12 “Group Roles” 158 and “Discussion Etiquette” 176
2. TLCC 7-12 “Triangle Debate” 186 3. TL Library Research 7-12 “Testing Ideas with Peer-to-Peer Consultation” 28 4. TLE 10-12 “Graphic Novels” 36