Page 129 - 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
128
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Purpose
1.1 identify the purpose of a variety of listening tasks and set goals for specific tasks (e.g., listen to the lyrics from a soundtrack of a skateboard video to identify mood; listen to an online news clip to identify tone and bias; listen to a peer’s read-aloud in order to offer advice;1 listen to an audio clip from an online source to gather infor- mation for a celebrity biography)
Teacher prompts: “What are some of the words you hear repeated in the song? How do they contribute to the mood of the song?” “How did the narrator’s tone convey her feelings about the other characters in the story?”
Using Active Listening Strategies
1.2 select and use appropriate active listening strategies when participating in a variety of classroom interactions (e.g., apply verbal and non-verbal cues while listening; use body lan- guage that sustains, encourages, and facilitates discussion;2 make notes to record key points during a speech)
Teacher prompt: “What listening strategies do you use to encourage newcomers to partici- pate in a discussion?”
Using Listening Comprehension Strategies
1.3 select and use appropriate listening compre- hension strategies before, during, and after listening to understand oral texts, including
increasingly complex texts (e.g., take point-form notes to record information from a presentation about apprenticeships; use student-generated headings to organize information after listening; use the jigsaw method to share ideas and extend knowledge of the topic;3 after conducting an interview, organize the responses in preparation for writing an article)
Teacher prompts: “How did you identify your purpose for listening? How did having a focus for listening help you to organize your note- taking?” “How does jotting down questions while you are listening help you to understand?”
Demonstrating Understanding of Content
1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways (e.g., create a display or a promotional pamphlet based on a speaker’s presentation about a career option; create a flyer for a new student that summarizes the information given in a grade-level assembly; create a timeline that highlights the key events in a crime story4)
Teacher prompt: “What were the highlights of the presentation? What part of the presentation was most relevant to you? What formats can you use to share the information you gathered during the presentation?”
Interpreting Texts
1.5 develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., dramatize key messages
ORAL COMMUNICATION
OVERALL EXPECTATIONS
By the end of this course, students will:
1. TLE 7-9 “Read Aloud” 28 2. TLCC 7-12 “Discussion Etiquette” 176 3. TLCC 7-12 ”Jigsaw” 170 4. TLCC 7-12 “Determining Key Ideas” 166